Title I, Part D
Rebecca Derenge, Title I N&D Coordinator …including information
from:
Family Ties: The Link Between Engaging Families and Improving
Education for Delinquent Students
Gary Rutkin, US Department of Education,
Mindee O’Cummings, American Institutes for Research,
& Trina Osher, Osher-Huff Consulting,
Is This the
Education System
We Want for Our
Youth?
Title I, Part D
Subpart 1 – SA = State Agency
Subpart II – LEA = Local Education Agency
Keep in mind:
It’s about being “kids”
first—youth who need
special help to do what
their siblings and
friends do naturally.
Family Driven
and
Youth Guided
Title I, Part D: Goals and Funding
The goals of Title I, Part D, programs are to:
– Improve educational services for these children so
they have the opportunity to meet challenging state
academic content and achievement standards
– Provide them with services to transition successfully
from institutionalization to further schooling or
employment
Title I, Part D: Goals and Funding
The goals of Title I, Part D, programs are to:
– Prevent at-risk youth from dropping out of school
– Provide dropouts and children and youth returning
from correctional facilities with a support system to
ensure their continued education
The Challenge of Education in
Correctional Environments
Why Is NDTAC Important?
• Poor outcomes for youth who are N & D
• Lack of services and supports for youth who are N
&D
• Challenges to monitoring N & D program
outcomes
• Challenges to continuous improvement in N & D
programs
Will This Fish Thrive?
 What is the
the water?
condition of
 What is the fish’s
capacity to live in this
kind of water?
 What happens when
something changes?
 Can we manage the
system for better
outcomes?
NDTAC's Mission
The overarching mission of NDTAC is to improve educational
programming for youth who are neglected and delinquent.
Legislation requires NDTAC to:
– Develop a uniform evaluation model for State Education Agency
(SEA) Title I, Part D
– Provide technical assistance (TA) to states to increase their
capacity for data collection and their ability to use those 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 facilities for
neglected and delinquent youth
Title I, Part D: Requirements
State agencies and districts that receive the funds 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 3 years
Title I, Part A
AFTER THE FOCUS ON AT-RISK STUDENTS IN READING AND
MATHEMATICS…….
WHAT IS A MAJOR COMPONENT OF TITLE I, PART A?
What Is Family Involvement?
The term “parental involvement” means the participation
of parents in regular, two-way, and meaningful
communication involving student academic learning and
other school activities, including ensuring—
– That parents play an integral role in assisting their child’s
learning;
– That parents are encouraged to be actively involved in their
child’s education at school;
– That parents are full partners in their child’s education and are
included, as appropriate, in decisionmaking and on advisory
committees to assist in the education of their child.
No Child Left Behind, Sec. 1902, Definitions
What Youth Say About Involving
Their Families
• “My mom and I agreed on everything, and that was one of
the biggest factors in getting through my treatment.”
• “Family support is a strong issue, and they have to be
involved in the treatment.”
• “There should be some information for the parents to
encourage them to want to be involved.”
• “If the child gives up, the parent or support needs to want
it for them. It’s sad to see the parent give up.”
Blamed and Ashamed: The Treatment Experiences of Youth With
Co-Occurring Substance Abuse and Mental Health Disorders and Their Families.
Federation of Families for Children’s Mental Health
Who Has Responsibility for
Family Involvement?
• Families, administrators, school staff, students, and, in
many cases, the courts.
• What is the educational administrator’s role?
– Administrators are usually responsible for implementing
policies that make the facility accessible to and hospitable
for families.
– Educational leaders should ensure that students have
access to their families and that families have access to
their children.
• What should families do?
– Get involved. Don’t wait to be asked. Offer to help the
school.
Why Be Concerned with
Conditions for Learning and
Family Involvement?
Neglected, delinquent, and
at-risk students are
particularly susceptible to:
– Low level of teacher support;
– Negative peer relationships;
– Chaotic and reactive
environments;
– Poor instructional and
behavioral practices; and
– Family-school conflict or
disconnect.
Family efficacy and trust are
related to positive
outcomes. Families:
– Are forever;
– Often know students’
strengths and needs;
– May have other critical
information; and
– Are necessary to successful
transitions.
How Do We Make Practice
Family-Driven?
• A change in vocabulary is not enough to transform
practice.
• Communities, agencies, providers, and families need
training, technical assistance, and ongoing support to
make the paradigm shift.
• State and national policies must encourage, support,
and sustain:
– The conditions that are necessary for it to happen; and
– The capacities that must exist for it to happen.
• A systemic approach to improving conditions and
capacities
Factors to Consider in Working
with Families
• Geography, transportation, financial resources, time
• Family members’
–
–
–
–
Skills and knowledge
Experiences with education or other systems
History
Culture and language
• Characteristics of the institution
– Security
– Staffing
• Court restrictions
Look in the Guide for a list of opportunities to involve families (pages 7–8).
Technical Assistance (TA)
• Individual TA provided to Title I,
Part D, State Coordinators
– Direct TA
– N & D Communities
– Annual Conference
• Publicly available resources
– Products
• NDTAC
• Others
– Webinars
– Listserv
N & D Communities
N & D Communities provide an opportunity for Title
I, Part D, program coordinators to work in small
groups to discuss issues they are experiencing.
Annual Conference
• Designed specifically for
Title I, Part D, State Coordinators, our
hands-on meeting provided
information and interactive activities
related to data collection, federal
reporting,
and program improvement.
• Proceedings are
available at
http://www.neglecteddelinquent.org/nd/events/2007sep/default
.asp
Assessment
• Assessments are great tools to monitor and
evaluate student progress, guide instruction, and
assess program effectiveness.
• Resources:
– A Brief Guide for Selecting and Using Pre-Post
Assessments
– The Assessment Toolkit: Measuring Student Academic
Performance
– Webinars:
• Pre-Post Assessments (April 2006)
• Academic Assessments: How Do N or D Programs Evaluate
and Implement the Options? (September 2005)
Family and Parental Involvement
• Research indicates parental involvement is associated
with:
1. Improved academic achievement
2. Enhanced educational experiences
• Resources:
– Working with Families of Children in the Juvenile Justice
and Corrections System: A Guide for Education Program
Leaders, Principals, and Building Administrators
• Companion Guide for Families (Coming Soon!)
– NDTAC Issue Brief: Family Involvement
– Webinar: Family Involvement for Youth in the Juvenile
Justice System (November 2006)
Student Learning
• Students who are neglected and delinquent present a unique challenge to
the educational system.
• Resources:
– NDTAC Issue Brief: Reading Literacy
– Innovative Practice: READ 180
– NDTAC Issue Brief: The Positive Behavioral Interventions and Supports (PBIS)
Model
– PBIS in Juvenile Justice
– The Adolescent Literacy Toolkit (Working Title) (Coming Soon!)
– Webinars:
• Conditions for Learning: Promoting Social, Emotional and Academic Growth
in N and D Programs (August 2007)
• The Importance of Reading Literacy (June 2006)
• Positive Behavioral Interventions and Supports (January 2006)
• Literacy and Transition Curricula, Part II (May 2005)
• Educating N or D Teachers and Students: Curricula and Literacy (April 2005)
Special Education
• It is estimated that 30%–50%of incarcerated juveniles
have a learning disability—at least four times the
proportion of the public school population.
• Resources:
–
–
–
–
IDEA and the Juvenile Justice System: A Fact Sheet
Self-Study Toolkit: Comprehensive Assessment Module
IEP Resource Guide
Presentations:
• Prevalence of Youth with Disabilities in the Justice System: A National
Survey
• Applying Special Education and Other Disability Rights on Behalf of
Children in the Delinquency System
• Highly Qualified Teachers Under No Child Left Behind: Implications for
Secondary Special Education
Teacher Quality and Professional
Development
• The No Child Left Behind Act (NCLB) mandates all teachers in core academic
areas, regardless of grade level, be highly qualified by the end of the 2005–
2006 school year.
• Resources:
–
–
–
–
–
Self-Study Toolkit: Highly Qualified Teachers
HOUSSE
NCLB Toolkit for Teachers
Professional Development for Educators of Youth in Confinement
Webinars:
• Sharing Professional Development Strategies: How States Are Providing
Training and Support to Part D Subgrantees (May 2007)
• Teacher Quality and Accreditation (June 2005)
Transition, Re-entry, and
Aftercare
• Improving the rates of successful transition/re-entry for
students who are neglected or delinquent is a
fundamental part of Title I, Part D. Aftercare is a means
of extending support to a student after a transition.
• Resources:
– Transition To and From Facilities: Records Transfer and
Maintenance
– Self-Study Toolkit: Records Transfer and Maintenance
– Webinar: Transitions
Questions?