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The Use of Data and Effective Transition in Providing Individually Tailored Academic and Behavioral Support Services for Youth in the Juvenile Justice and Child Welfare. Introductory Remarks Simon Gonsoulin Director, NDTAC. About NDTAC. Neglected-Delinquent TA Center (NDTAC)

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The Use of Data and Effective Transition in Providing Individually Tailored Academic and Behavioral Support Services for Youth in the Juvenile Justice and Child Welfare


Introductory Remarks

Simon Gonsoulin

Director, NDTAC

about ndtac
  • Neglected-Delinquent TA Center (NDTAC)
  • Contract between U.S. Department of Education (ED) and the American Institutes for Research
    • John McLaughlin Federal Program Manager, Title I, Part D Neglected, Delinquent, or At Risk Program
  • NDTAC’s Mission:
    • Develop a uniform evaluation model
    • Provide technical assistance
    • Serve as a facilitator between different organizations, agencies, and interest groups
agenda and presenters
Agenda and Presenters

NDTAC Practice Guide

    • Nicholas Read, NDTAC Technical Assistance Team, AIR

Using Data to Develop Individual Tailored Academic & Behavioral Support Plans in Washington

  • Kathleen Sande, Institution Education Program Supervisor, Washington Office of Superintendent of Public Instruction
  • Kristin Schutte, Lead Project Director for Education Advocate Program, Olympic Education Services District 114

Question and Answer Session


NDTAC Practice Guide: Providing Individually Tailored Academic and Behavioral Support Services for Youth in the Child Welfare and Juvenile Justice Systems

Nicholas Read, NDTAC Technical Assistance Team, AIR

education across multiple settings
Education Across Multiple Settings
  • Community-Based Traditional and Alternative Schools
  • Day Treatment Centers
  • Group Homes
  • Residential Treatment Centers
  • Detention and Correctional Facilities
collect and use data to identify student needs and develop plans
Collect and Use Data To Identify Student Needs and Develop Plans


  • Provide a systematic process for using data to identify, screen, monitor, and make educational decisions
  • Develop and maintain personal learning plans
  • Share information to facilitate students’ success and well being
implement procedures to ensure smooth transitions
Implement Procedures To Ensure Smooth Transitions


  • Include transition activities in student PLPs.
  • Establish formal mechanisms for the exchange of educational data and records.
  • Prioritize and allocate funds for transition supports and programs.
  • Conduct ongoing monitoring and continuous quality improvement of transition efforts.
using data to develop individually tailored academic behavioral support plans in washington state

Using Data to develop Individually Tailored Academic & Behavioral Support Plans IN WASHINGTON STATE

Success Plans for Youth in Transition in the Juvenile Justice and Child Welfare Systems

washington state title 1 neglected delinquent title i d program
Washington State Title 1 Neglected-Delinquent (Title I D) Program
  • Subpart 1 Title I D funding provides academic improvement inside state long-term facilities
  • Subpart 2 Title I D funding provides transition and dropout interventions inside & outside local short-term detention centers
  • October 2006 annual count (554) generated $885,000
  • Method of counting corrected
  • October 2007 annual count (2834) generated $3.4 million
utilizing data to change business practices
Utilizing Data to Change Business Practices
  • 2007 DATA
  • Total Youth Population ages 5-17 1.14 million
  • Youth Population in Detention 27,408
  • Dropout rates:
    • 9th grade 3.71%
    • 10th grade 4.36%
    • 11th grade 6.19%
washington state education advocate ea program
Washington State Education Advocate (EA) Program
  • Vision: Increase Title I D services, addressing the needs of both incarcerated and at-risk youth.
  • Result: Provided youth across WA with Education Advocates, utilizing the 9 Educational Service Districts, one in each region of the state.
  • Education Advocates coordinate with detention staff to work with youth releasing from local detention centers as well as youth in middle and high schools at risk of dropping out or entering juvenile justice system.

Lewis County Detention & Green Hill Academic (Chehalis)


King County Detention and Interagency School (Seattle) EA PROJECT

Woodinville Treatment (Northshore)

Griffin Home (Renton)

Thurston County - Tumwater West (Tumwater) EA PROJECT

Charles Denny Detention & Northwest Regional Learning Center (Everett) EA PROJECT

Cowlitz County Detention (Kelso) EA PROJECT

Island County Detention (Coupeville)



Mason County Detention (Shelton)

Clallam County Detention (Port Angeles) EA PROJECT

Remann Hall, Project Choice, and Region V Learning Center (Tacoma)





Grant County Detention (Ephrata) EA PROJECT





Oakridge Group Home (Clover Park)

Whatcom Detention (Bellingham)




Canyon View Group Home (Eastmont)

Chelan County Detention (Wenatchee)


Echo Glen Children’s Center (Issaquah)


Okanogan County Detention (Okanogan) EA PROJECT


Skagit County Detention (Mount Vernon)


Martin Hall Detention Center (Medical Lake)


Kitsap County Detention (South Kitsap)




Spokane Juvenile Detention, Structural Alternative Confinement, Healing Lodge, Morning Star, and Excelsior School (Spokane) EA PROJECT


Grays Harbor Detention (Aberdeen)EA PROJECT

Yakima County Detention, Region 2 Learning Center, EA PROJECT and Ridgeview Group Home (Yakima)


Naselle Youth Camp (Naselle-Grays River)


Walla Walla County Detention (Walla Walla) EA PROJECT


Maple Lane Detention (Rochester)



Parke Creek Treatment Center (Kittitas)

Benton-Franklin Justice Center (Kennewick) EA PROJECT



Clark County Detention (Vancouver) EA PROJECT

Twin Rivers Group Home (Richland)

Camp Outlook (North Franklin)



Washington State Detention Centers, Juvenile Facilities& Education Advocate Sites

education advocates in middle and high schools targeting at risk youth

3-Tiered Case Management

Strength-based assessment

Risk/protective factor screening

Alcohol, drug screening

Mental health screening

Referrals to community services

Attendance/grade monitoring


GED testing

Career coaching

Academic Testing


Education Advocates in Middle and High Schools Targeting At-Risk Youth
  • Transition Services for
    • Youth coming out of long-term JRA facilities
    • Youth coming out of short-term detention
  • Intervention services for middle/high school students
  • Transition/Intervention Wrap-around Services in alternative schools
state level office of superintendent of public instruction ospi data services
State- Level Office of Superintendent of Public Instruction (OSPI) Data Services
  • The Comprehensive Education Data and Research System (CEDARS)
    • A longitudinal data warehouse of educational data
    • Student data includes demographics, enrollment information, schedules, grades, and program participation
  • Early Warning Information System (EWIS)
    • Data is used to identify those at greatest risk and in need of service
the value and use of data
The Value and Use of Data
  • Data is helpful in guiding the Education Advocate to:
    • Making decisions
    • Providing tailored individualized support in helping youth succeed
    • Navigate multiple systems
    • Confront in a caring way about areas of concern
    • Celebrate achievement (small steps)
using data to identify prioritize services
Using Data to Identify & Prioritize Services
  • Re-entry
    • School information current status and risk of failing
    • Criminal history & risk of offending
    • Soft Skills – social, work, peer relationships and communication
    • History of behavioral health concerns/issues
    • Living arrangements
  • MS/HS
    • Persistent low grades
    • Failing grades in one or more classes
    • Falling behind in course work
    • Being held back one grade level
    • Lack of educational engagement
    • Health risk
individualized student needs assessment intake
Individualized Student Needs Assessment (intake)
  • Standard Intake form includes questions about
    • Demographics
    • School/Education History
    • History of Juvenile Justice Involvement
    • Community Resources/Linkages needs
    • Personal History (MH, abuse, peer involvement, sexual history, extracurricular activities)
    • AOD History (those qualified screen)
  • GAIN-SS screening tool Strength-based questionnaire
student youth success plans manual referred to as re entry plan
Student/Youth Success Plans(manual referred to as re-entry plan)

School Specific Goal(s)

Behavior Improvements

  • Attendance
  • Self management
  • Peer relationships
  • Study skills

Academic Improvement

  • Reading, Writing, Math, Science & Health/ Fitness

Assistance with

  • GED prep/GED test
  • College Enrollment

Vocational Specific Goal(s):

Behavior Improvement

  • Attendance
  • Self management
  • Conflict management/relationships

Job placement assistance

  • Vocational program
  • Link to WorkSource/Job Corp
  • Resume, Interview skills, Career planning/Job Search

Life Skills

  • Banking/Finances
  • Parenting Skills
  • Housing
student youth success plans manual referred to as re entry plan1
Student/Youth Success Plans(manual referred to as re-entry plan)
  • Plan of Action for:

(Write in goal)

  • Identify steps to assist youth to achieve identified goal

Step 1:

Step 2:

Step 3:

  • Community Resource Referral

Referral made to: 

Appointment scheduled for:



comments from eas in the field
Comments From EAs in the field
  • “I routinely check their grades and meet with them individually to discuss their progress or lack of and we brainstorm ways for them to make improvements”.
  • “What I try to do is celebrate each and every small success I see along the way. Sometimes I have to look hard to see any real change but I celebrate anything I can find no matter how small it seems”.
  • One “young man is currently working in a service department at Sears doing some customer service (he is a natural) but mostly he uses the training he received to install and repair products that Sears sells”. I used a reading and math testing tool (WRAT4) to monitor student achievement. Over the two years of serving this student he “showed a steady upward...” “The data mirrored the academic progression… The way he viewed himself and how others viewed him in the community shifted…” it was positive image of how his life would turn out and a smile for everyone”.
case management ongoing monitoring
Case-management - Ongoing Monitoring

School Related

Post Secondary & Job/Vocational

  • Enrolled in/returned to school
  • Academic grade-level improvements in reading and math
  • Obtained high school diploma
  • Earned high school credit
  • Enrolled in a GED program
  • Obtained GED
  • Accepted & enrolled into a post-secondary school
  • Enrolled in job training courses
  • Obtain employment
  • Other (e.g. soft skills training, assistance with resume and job searches, WIA services)
  • Education Advocate Manual –
  • Dropout Early Warning Systems Guide
  • Research Review School-based Health Interviews and Academic Achievement
  • Information Sharing
contact information
Contact Information

Title I D Education Advocate Program

  • Kathleen Sande, WA OSPI Institution Education

Program Supervisor. 360.725.6046

  • Kristin Schutte, WA Olympic Educational Services District 114, Director of Student Services (Lead Project Director for Education Advocate Program). 360.405.5833