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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.

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Presentation on theme: "The Use of Data and Effective Transition in Providing Individually Tailored Academic and Behavioral Support Services for Youth in the Juvenile Justice."— Presentation transcript:

1 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

2 Introductory Remarks Simon Gonsoulin Director, NDTAC

3 3 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

4 4 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

5 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

6 6 Origins of NDTAC’s Practice Guide

7 7 CJJR Monograph: Principles and Practices 1 2

8 8 NDTAC Practice Guide: Individually Tailored Academic and Behavioral Supports

9 9 Education Across Multiple Settings 1.Community-Based Traditional and Alternative Schools 2.Day Treatment Centers 3.Group Homes 4.Residential Treatment Centers 5.Detention and Correctional Facilities

10 10 Practices and Strategies

11 11 Collect and Use Data To Identify Student Needs and Develop Plans Strategies: 1.Provide a systematic process for using data to identify, screen, monitor, and make educational decisions 2.Develop and maintain personal learning plans 3.Share information to facilitate students’ success and well being

12 12 Implement Procedures To Ensure Smooth Transitions Strategies: 1.Include transition activities in student PLPs. 2.Establish formal mechanisms for the exchange of educational data and records. 3.Prioritize and allocate funds for transition supports and programs. 4.Conduct ongoing monitoring and continuous quality improvement of transition efforts.

13 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

14 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

15 Utilizing Data to Change Business Practices  2007 DATA  Total Youth Population ages million  Youth Population in Detention 27,408  Dropout rates:  9 th grade 3.71%  10 th grade 4.36%  11 th grade 6.19%

16 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.

17  Whatcom Detention (Bellingham) Lewis County Detention & Green Hill Academic (Chehalis)   Remann Hall, Project Choice, and Region V Learning Center (Tacoma) EA PROJECT  Oakridge Group Home (Clover Park)  Island County Detention (Coupeville)  Grant County Detention (Ephrata) EA PROJECT  Charles Denny Detention & Northwest Regional Learning Center (Everett) EA PROJECT  Cowlitz County Detention (Kelso) EA PROJECT  Benton-Franklin Justice Center (Kennewick) EA PROJECT  Parke Creek Treatment Center (Kittitas)  Skagit County Detention (Mount Vernon)  Naselle Youth Camp (Naselle-Grays River)  Okanogan County Detention (Okanogan) EA PROJECT  Twin Rivers Group Home (Richland) Mason County Detention (Shelton)   Grays Harbor Detention (Aberdeen) EA PROJECT  Kitsap County Detention (South Kitsap) EA PROJECT Thurston County - Tumwater West (Tumwater) EA PROJECT   Clark County Detention (Vancouver) EA PROJECT  Walla Walla County Detention (Walla Walla) EA PROJECT  Yakima County Detention, Region 2 Learning Center, EA PROJECT and Ridgeview Group Home (Yakima)  Martin Hall Detention Center (Medical Lake) Camp Outlook (North Franklin)  Spokane Juvenile Detention, Structural Alternative Confinement, Healing Lodge, Morning Star, and Excelsior School (Spokane) EA PROJECT  Echo Glen Children’s Center (Issaquah)  Chelan County Detention (Wenatchee)  Canyon View Group Home (Eastmont)  Clallam County Detention (Port Angeles) EA PROJECT  King County Detention and Interagency School (Seattle) EA PROJECT Woodinville Treatment (Northshore) Griffin Home (Renton)  Maple Lane Detention (Rochester)  Washington State Detention Centers, Juvenile Facilities& Education Advocate Sites

18 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 SERVICES: 3-Tiered Case Management Strength-based assessment Risk/protective factor screening Alcohol, drug screening Mental health screening Referrals to community services Attendance/grade monitoring Tutoring GED testing Career coaching Academic Testing Mentoring

19 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

20 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)

21 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

22 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

23 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

24 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: Attended Completed

25 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”.

26 Case-management - Ongoing Monitoring  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) School RelatedPost Secondary & Job/Vocational

27 Academic Outcomes

28 GED & Vocational Outcomes

29 Resources  Education Advocate Manual – nAdvocate.aspx  Dropout Early Warning Systems Guide cs/DEWISGuide-Final.pdf  Research Review School-based Health Interviews and Academic Achievement  Information Sharing s/KingCoResourceGuideInformationSharing.pdf s/KingCoResourceGuideInformationSharing.pdf

30 Contact Information Title I D Education Advocate Program  Kathleen Sande, WA OSPI Institution Education Program Supervisor  Kristin Schutte, WA Olympic Educational Services District 114, Director of Student Services (Lead Project Director for Education Advocate Program)


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