National Highlights from the Title I, Part D, Program

1. National Highlights from the Title I, Part D, Program Nicholas Read, NDTAC Technical Assistance Team, AIR

2. 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.

3. Goals of Title I, Part D The goals of Title I, Part D, are to: • 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; • provide them with services to successfully transition from institutions to further schooling and/or employment; and • 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.

4. How Does Title I, Part D, Work? • 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. • 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.

5. Responsibilities Under Title I, Part D With 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: • 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; • ensure that these students have the same opportunities to achieve as if they were in local schools in the State; • evaluate the program and disaggregate data on participation by gender, race, ethnicity, and age, not less than once every three years.

6. Key Components of Title I, Part D • Academic/Vocational Supports • Behavior Management and Support • Family Engagement • Transition, Reentry, and Aftercare

7. TIPD By The Numbers

8. TIPD By The Numbers

9. 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

10. 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

11. Supplemental Educational Services in State Agency Facilities/Programs SUBPART 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;

12. Supplemental Educational Services in State Agency Facilities/Programs SUBPART 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

13. 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

14. Virginia’s Literacy Coaching Program • Advantages: • Promotes literacy across the content areas • Innovative instructional strategies utilized • Actively demonstrates 21st Century Skills: • Collaboration • Communication • Critical thinking • Problemsolving

15. Impact of Virginia’s Literacy Coaching Program Testing Below Grade Level

16. Impact of Virginia’s Literacy Coaching Program Increased By Up To One Grade Level

17. Impact of Virginia’s Literacy Coaching Program Increased By More Than One Grade Level

18. Impact of Virginia’s Literacy Coaching Program Increased Reading Scores

19. Virginia’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

20. NDTAC Academic Support Resources • Providing Individually Tailored Academic and Behavioral Support Services for Youth in the Juvenile Justice and Child Welfare Systems http://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

21. Practices and Strategies

22. 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

23. 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.

24. Behavior Management & Support Positive Behavioral Interventions and Supports (PBIS) “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)

25. PBIS A focus on: • 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

26. Positive 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

27. School-Wide vs. Secure Care-Based PBIS

28. 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

29. Impact 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).

30. NDTAC Behavior Management and Support Resources • Providing Individually Tailored Academic and Behavioral Support Services for Youth in the Juvenile Justice and Child Welfare Systems http://www.neglected-delinquent.org/nd/docs/NDTAC_PracticeGuide_IndividualSrvcs.pdf • Improving Conditions for Learning for Youth Who Are Neglected or Delinquenthttp://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!

31. 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.

32. Three-Tier Model to Engage Families Intensive: 3rd Tier Selective: 2nd Tier Universal: 1st Tier Special efforts for a few families Additional supports to boost some families Opportunities afforded to all families

33. Stadium 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

34. Minnesota’s Stadium View School Connecting 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

35. Minnesota’s Stadium View School Connecting With Families • Transition Specialist as point person • Student referral • Lobby display • Facility supervisors • Community partners

36. Minnesota’s Stadium View School Facilitating Parent Visits • Community Showcase (celebrate student success) • Court support • Freedom School Showcase • Evening student debates • IEP meetings • Parent Council meetings

37. Minnesota’s Stadium View School Tips for Engaging Families • Facilitate transportation, childcare stipends, meeting dinners • Home visits • Connect and facilitate community to support student and family • Build trust through relationships

38. Minnesota’s Stadium View School Building 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

39. Minnesota’s Stadium View School Effective 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

40. Minnesota’s Stadium View School Sharing Information • IEP meetings include teachers, support staff, student and family members • Letters and phone calls announce events and meetings • 15 day academic report

41. Minnesota’s Stadium View School Providing 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)

42. Minnesota’s Stadium View School Ensuring 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

43. 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

44. 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-incarceration activities.” This definition identifies three elements of successful transition: • It is coordinated. • It is an outcome-oriented process. • It promotes successful movement between the facility and the community.

45. 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…

46. Washington’s Education Advocates

47. 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

49. 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

50. 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