National Highlights from the Title I, Part D, Program

Nicholas Read, NDTAC Technical Assistance Team, AIR

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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.

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Goals of Title I, Part D

The goals of Title I, Part D, are to:

1) 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;

2) provide them with services to successfully transition from institutions to further schooling and/or employment; and

3) 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.

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How Does Title I, Part D, Work?

1. 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.

2. 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.

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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:

1) 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;

2) ensure that these students have the same opportunities to achieve as if they were in local schools in the State;

3) evaluate the program and disaggregate data on participation by gender, race, ethnicity, and age, not less than once every three years.

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Key Components of Title I, Part D

1)Academic/Vocational Supports

2)Behavior Management and Support

3)Family Engagement

4)Transition, Reentry, and Aftercare

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TIPD By The Numbers

  State Agency (S1) Local Agency (S2)

 2008-

09 2009-

10 2010-

11 2008-

09 2009-

10 2010-

11 Number of Programs

US 771 720 861 2,712 2,889 2,689PA 7 8 11 295 286 288

Number of Students Served US 125,456 109,146 106,747 373,071 367,121  PA 1,643 1,189 1,123 24,863 24,562 26,510

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TIPD By The Numbers

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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

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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

11Supplemental Educational Services in State Agency Facilities/ProgramsSUBPART 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;

12Supplemental 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

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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

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Virginia’s Literacy Coaching Program

Advantages: Promotes literacy across the content areas Innovative instructional strategies utilized Actively demonstrates 21st Century Skills:

CollaborationCommunicationCritical thinkingProblemsolving

15Impact of Virginia’s Literacy Coaching Program

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2008-2009 2009-2010 2010-20110

500

1000

1500

2000

2500

3000

Below Grade LevelTotal

Testing Below Grade Level

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16

26%

32%

42% 2008-20092009-20102010-2011

Increased By Up To One Grade Level

Impact of Virginia’s Literacy Coaching Program

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17

20%

46%

34%

2008-20092009-20102010-2011

Increased By More Than One Grade Level

Impact of Virginia’s Literacy Coaching Program

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18

23%

39%

38%

2008-20092009-20102010-2011

Increased Reading Scores

Impact of Virginia’s Literacy Coaching Program

19Virginia’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

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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

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Practices and Strategies

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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

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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.

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“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)

Behavior Management & Support

Positive Behavioral Interventions and Supports (PBIS)

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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

PBIS

A focus on:

26Positive 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

27School-Wide vs. Secure Care-Based PBIS

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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

29Impact 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).

30NDTAC 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 Delinquent http://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!

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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.

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Three-Tier Model to Engage Families

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Special efforts

for a few families

Intensive: 3rd Tier

Additional supportsto boost some families

Selective: 2nd Tier

Opportunities affordedto all families

Universal: 1st Tier

33Stadium 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

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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

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Minnesota’s Stadium View School

Connecting With Families Transition Specialist as point person Student referral Lobby display Facility supervisors Community partners

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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

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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

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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

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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

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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

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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)

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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

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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

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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:

1. It is coordinated.

2. It is an outcome-oriented process.

3. It promotes successful movement between the facility and the community.

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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…

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Washington’s Education Advocates

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Washington’s Education Advocates

Project Goal: Reduce Recidivism Program Objectives

Expand support and case management Assist youth in overcoming barriers Improve school coordination

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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

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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

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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

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Washington’s Education Advocates

Addressing the Challenges Help youth navigate the system Collaborate with others in the system Provide transitional support Communicate and network with:

Child Welfare and Juvenile Justice Community Agencies and others

Educate youth about their options Help youth advocate for themselves

52Impact of Washington’s Education Advocates

Detention & JRA Program OutcomesThe EA Project began mid-year 2009. Charts are of outcome data

compiled over the course of the program by Education Advocates.

0%

10%

20%

30%

40%

50%

Credits Enrolled in School Enrolled in GED Awarded GED Obtained HS diploma Enrolled in secondary school

Spring 2009 (n-370)

2009-10 (n-815)

2010-11 (n-763)

53Impact of Washington’s Education Advocates

Detention & JRA Program OutcomesThe EA Project began mid-year 2009. Charts are of outcome data

compiled over the course of the program by Education Advocates.

0%

10%

20%

30%

40%

50%

Enrolled in job training Obtained employment

Spring 2009 (n-370)

2009-10 (n-815)

2010-11 (n-763)

54Impact of Washington’s Education Advocates

ARRA & Middle/High School Outcomes 2010-11

71%

66%

27%

39%

0%

10%

20%

30%

40%

50%

60%

70%

80%

Math Reading

Pre-Test Below Grade Level

Post-Test Up 1 or more Grades

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NDTAC Transition Resources

Transition Toolkit 2.0: Meeting the Educational Needs of Youth Exposed to the Juvenile Justice System http://www.neglected-delinquent.org/nd/resources/toolkits/transition_200808.asp

The Mentoring Toolkit: Resources for Developing Programs for Incarcerated Youthhttp://www.neglected-delinquent.org/nd/resources/spotlight/spotlight200609c.asp

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Q&A

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Contact Us

Nicholas ReadState Technical Assistance Liaisonnread@air.org202-403-5354

NDTAC

ndtac@air.orghttp://www.neglected-delinquent.org