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2014 ESEA Directors Institute2014 ESEA Directors Institute Transition Practices Involving Parents And CommunityTransition Practices Involving Parents And.

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Presentation on theme: "2014 ESEA Directors Institute2014 ESEA Directors Institute Transition Practices Involving Parents And CommunityTransition Practices Involving Parents And."— Presentation transcript:

1 2014 ESEA Directors Institute2014 ESEA Directors Institute Transition Practices Involving Parents And CommunityTransition Practices Involving Parents And Community

2 Public School Transition / Drop Out Prevention  Pre-K to K  Elementary to middle school  Middle school to high school  High school to post secondary  General and special education students  Other at-risk groups  How do you find out about student needs?  What programs/activities/community support address their needs?  This session will focus on student transition from middle to high school, secondary transition practices for students with disabilities, and what transition looks like for students in neglected and delinquent facilities and programs. 2

3 Incoming 9 th Graders  A student focus group identified the following concerns about incoming ninth graders: Weakness in skills such as note taking, critical thinking, and study skills High levels of immaturity and irresponsibility Weaknesses in basic grammar, writing and math skills Middle school disciplinary referrals Poor study skills/habits  A student focus group made the following success tips to incoming ninth graders: Practice spelling; use a spell check program Look up vocabulary words and make flash cards Continually practice math skills and learn new ones Come to class fully prepared Develop study skills and have high expectations of yourself Do all your homework and study for tests Get involved in high school-join teams, clubs, and activities 3

4 The First Year of High School: A Quick Stats Fact Sheet  Many students are held back in ninth grade and drop out by tenth grade.  Researchers at Johns Hopkins University found that up to 40% of ninth grade students in cities with the highest dropout rates repeat the ninth grade, but only 10–15% of those repeaters go on to graduate (Balfanz & Letgers, 2004).  Ninth grade attrition is far more pronounced in urban, high-poverty schools: 40% of dropouts in low-income high schools left after ninth grade, compared to 27% in low poverty districts (EPE Research Center, 2006).  Racial disparities highlight the ninth grade bulge and tenth grade dip—these figures are the most pronounced for African American and Latino students. (Wheelock & Miao, 2005). 4

5 The First Year of High School: A Quick Stats Fact Sheet  Twenty-nine of 51 states see their greatest “leakage” in the “education pipeline” occur during the ninth grade (EPE Research Center, 2006). Some states have as high as a 20% decrease in enrollment between ninth and tenth grades (Wheelock and Miao, 2005).  Most high school dropouts fail at least 25% of their ninth grade courses, while 8% of high school completers experienced the same difficulty (Letgers & Kerr, 2001).  More than one semester “F” in core subjects and fewer than five full course credits by the end of freshman year are key indicators that a student is not on track to graduate (Allensworth & Easton, 2005). Low attendance during the first 30 days of the ninth grade year is a stronger indicator that a student will drop out than any other eighth grade predictor, including test scores, other academic achievement, and age (Jerald, 2006). 5

6 Strategies To Retain Students  School systems must support first year high school students to improve their chances of success.  Creation of ninth grade academies that are apart from the rest of the high school or the creation of separate stand alone schools (Reents, 2002).  In schools in which transition programs are fully operational, researchers saw a dropout rate of 8%, while schools without transition programs averaged 24% (Reents, 2002).  Student self-reports indicate that more transition support that would ease their transition to high school could help. Ninth graders perceive less support and monitoring from teachers and principals and generally like school less than they did in middle school. On average, ninth graders report being less involved in school activities and perceive the need for more school organization. They also indicate lower self-esteem and higher rates of depression than middle school students (Barber & Olsen, 2004).  6

7 Determining Which Students Are Most Likely to Dropout  Indicators that schools can use to identify which students are on track to graduate by the end of the freshman year was developed by the Chicago Consortium for School Research, include the following: The student has accumulated five full course credits, the number often needed to be promoted to 10 th grade. The student has no more than one semester F (that is, one-half of a full credit) in a core subject (English, math, science, or social studies) (Allensworth & Easton, 2005). Freshman On or Off Track by Credits Earned & Numbers of Fs (5 full core course credits and no more than 1 F = On Track) 7

8 Transition Into High School Drop Out Prevention  The end result of unsuccessful transitions—high dropout rates, low on-time graduation rates, and low achievement receive the most attention.  Five key challenges that states, districts and schools should address to support a successful transition into high school, particularly for students who are at high risk of failure:  Establish a data and monitoring system that will both diagnose why students are struggling and be used to hold schools and districts accountable;  Address the instructional needs of students who enter high school unprepared for rigorous, college preparatory work; 8

9 Transition Into High School Drop Out Prevention  Personalize the learning environment to lower the sense of anonymity and address individual needs;  Build capacity within the faculty and school leadership in low- performing schools to address diverse student needs; and  Create connections to the community, employers, and institutes of higher education to better engage students and help them see the relevance of their coursework.  9

10 Evidence-Based Secondary Transition Practices For Students With Disabilities  Approximately 28% of students with disabilities do not complete high school (National Longitudinal Transition Study-2, 2005). Research indicates the likelihood that these students will experience low wages, high rates of incarceration, and limited access to postsecondary education.  Since balancing instruction in academic and life skills can be difficult, adopting what Kohler (1998) called “transition-focused education” may address this balance.  Article describes evidence using the Taxonomy for Transition Programming (Kohler, 1996) which includes (a) student focused-planning, (b) student development, (c) interagency collaboration, (d) family involvement, and (e) program structures.  Research from University of North Carolina at Charlotte at 10

11 Evidence-Based Secondary Transition Practices For Enhancing School Completion 11

12 Evidence-Based Secondary Transition Practices For Enhancing School Completion 12

13 Another At-Risk Group: Characteristics of Youth In Neglected & Delinquent Facilities  Children and youth who have been adjudicated within the juvenile justice system but have returned to a school operated by the school district (using the best available records and data available to identify these individuals)  Migrant children or youth (based on their eligibility for services under Title I, Part C of ESEA)  Immigrant children or youth  Gang members  Pregnant and parenting youth through the age of 21  Children who are at-risk of school failure or who have failed before  Children who have limited English proficiency  Children who have dropped out of school. 13

14 Students In Neglected/Delinquent Programs  21 years or younger, entitled to free public education to grade 12, enrolled in an education program  An adult correctional institution (DOC) is a facility in which persons (including persons under 21 years of age) are confined as a result of conviction for a criminal offense. An adult correctional institution that confines persons under 21 years of age is eligible to receive Subpart 1 funds if it provides them with a regular program of instruction (not beyond grade 12) by using State funds.  An institution for delinquent children and youth (DCS-YDCs, juvenile detention centers, sex offender treatment programs) is for pre-adjudicated, adjudicated or children in need of supervision.  An institution for neglected children and youth (orphanage, psychiatric hospital, church facility, residential behavior treatment, alcohol treatment) is a public or private residential facility, other than a foster home, that is operated primarily for the care of children and youth who have been committed to the institution or voluntarily placed in the institution under applicable State law due to (1) abandonment; (2) neglect; or (3) death of their parents or guardians and have had an average length of stay in the institution of at least 30 days.  A community day program is a regular program of instruction provided by an SA at a community day school operated specifically for neglected or delinquent children and youth. 14

15 Neglected and Delinquent Program Overview  Subpart 1-SA State Agencies Dept. of Children’s Services & Dept. of Correction  Subpart 2- LEA 99% of LEA N&D programs are non-public schools, most are non-profit  Majority of LEA N&D facilities managed through state contract  4 juvenile detention centers coming on board this year  Two day programs- JIFF, Inc.; Parkway Academy  Shelby County Schools reorganized into 7 districts  Largest program serving neglected: Youth Villages in Shelby/Bartlett- 367 youth 15

16 2014-15 State Agency Delinquent Program Funding Title I Part D Subpart 1 $501,244 Preliminary Allocation  Tennessee Department of Correction $140,998 Targeted Assisted funding generated through 10 prisons to serve 138 youth in: – Northwest Correctional Complex – Tennessee Prison for Women  Tennessee Department of Children’s Services $360,246 Schoolwide funding generated to serve 359 youth in: – Mountain View Youth Center – Wilder Youth Center – Woodlawn Hills Youth Center 16

17 2014-15 Preliminary LEA Title I Neglected/Delinquent Program Funding 147 school districts in Tennessee $1,927,267 Title I, Part A funds Serving 2057 neglected children/youth in 28 school districts $749,664 Title I, Part D Subpart 2 funds Serving 1211 delinquent children/youth in 15 school districts 17

18 Title I –D Subpart 1 Transition Services (DOC and DCS) Use 15%-30% for transition services.  Transition services focus on helping children and youth who are N or D to reenter school successfully or to find employment after they leave the institution and return to the local community.  Allowable activities:  Pupil services, including counseling, psychological, and social work services designed to meet the needs of children and youth who are N or D;  Services of in-school advocates to act on behalf of individual children and youth who are N or D;  Tutoring and mentoring;  Re-entry orientation programs, including transition centers and reentry centers in high schools;  Instruction and training at alternative schools and learning centers; and  Parental involvement activities and parent counseling. 18

19 Title I–D Subpart 1 Transition Services  Transition activities must supplement and not supplant services that would in the absence of Subpart 1 funds be provided through State or local funds.  develop transition plans  course materials, software, and assessment to provide classroom activities on pre-employment and life skills training  workplace social and behavioral skill-building  guidance services  GED preparation  teaching how to access community and agency resources  assisting with college information  assisting with transfer from the institution  providing referrals 19

20 Title I–D Subpart 1 Transition Services In Various Settings  State agencies may carry out transition activities in a variety of settings.  For example, an SA may provide alternative schooling in group homes and transition centers that are operated directly by the SA or through a contract.  Group homes might care for the released youth 24 hours a day; provide classroom instruction; arrange for work-study programs, parent consultation, and counseling; and act as a liaison to the local school system.  An SA could also use a wide range of local resources and placements to provide transition activities. A state agency could arrange for children and youth leaving a facility to 1) attend public or private institutions with LEAs paying assessment or application fees; or 2) participate in local vocational education programs, GED preparation programs offered by community colleges, or entrance into job training programs for older youth. 20

21 Title I–D Subpart 1 Transition Services  Staff development component emphasizes collaboration between the teaching staff and correctional staff at the institution.  Instructional materials and strategies. Along with the purchase and use of appropriate technology to enhance teaching and student learning, a crucial element of this component is training staff to use the equipment effectively and helping students to take advantage of the technology as part of the TSY effort to have students take responsibility for their own learning.  Transitional aides and classroom aides. In addition to supporting teaching assistants who help students develop academic and life skills, TSY makes use of bilingual teacher aides to serve a growing Hispanic population who have a limited knowledge of English. Aides also provide counseling services for youth who are returning to their home communities and schools.  Linkages with the community. An important component in helping students make the transition back to their communities is the development of links with local social service agencies in each student’s home community and school.  Tutors and mentors. Programs also provides tutors and mentors in the residential units outside school hours.  Assessment of student progress. Assess reading and math skills of all students who remain at the institution for at least 90 days 21

22 Title I-D LEA Subpart 2 (LEA) Transition Practices  High-quality education programs that prepare children and youth to complete high school, enter training or employment programs, or further their education;  Activities that facilitate the transition of such children and youth from the correctional program in an institution to further education or employment; and  Operate dropout prevention programs in local schools for children and youth who are at-risk of dropping out or youth returning from correctional facilities.  Coordination of health and social services for children and youth who are at-risk (e.g., day care, drug and/or alcohol abuse counseling and mental health services) if there is a likelihood that providing such services will help these children complete their education.  Special programs that meet the unique academic needs of children and youth who are at-risk, including vocational and technical education, special education, career counseling, curriculum- based entrepreneurship education and assistance in securing of student loans or grants for postsecondary education.  Programs providing mentoring and peer mediation.  An LEA receiving Subpart 2 funds must use a portion of its funds to operate a dropout prevention program for students returning from a locally operated correctional facility. 22

23 Transition Practices For Children in Neglected/Delinquent Treatment Facilities At the facility  Intake information and records retrieval  Parent contact, orientation information and handbook  Special Education IEP Meeting  Facility Treatment Team  Level system and earning passes home  Student community excursions- exploring community resources: colleges, vocational schools, apartments, library, post office, taking the bus, GED prep. Centers  Developing job skills  Discharge planning with parents and community 23

24 Transition Practices For Children Returning To Public School From Treatment Facilities Transition Liaison Provides short term, intense case management services to transitional students Develops individualized service/transition plans addressing the student’s transition needs prior to re-entry Works with agencies of more restrictive care to facilitate smooth positive re-entry into the school system Meets with student prior to (when possible) and during the re-entry in accordance to the needs of the student Provides initial meetings with school staff and parents prior to the student’s re- entry in accordance with the transition needs of the student Monitors student progress to ensure effective transition Transfers student records Checks for IEP needs (dates, modifications) Follows up with the school, student, and family to address any other concerns 24

25 Transition Specialists Is there an identified liaison in your school that the student works with to ensure success in school, for problem solving, and to be an advocate for students returning from out of home placements? 25

26 Contact Liz Roper Neglected & Delinquent Program Director Family and Community Engagement Consultant Division of Special Populations Tennessee Department of Education, (615) 253-0047 26

27 27 FRAUD, WASTE or ABUSE Citizens and agencies are encouraged to report fraud, waste or abuse in State and Local government. NOTICE: This agency is a recipient of taxpayer funding. If you observe an agency director or employee engaging in any activity which you consider to be illegal, improper or wasteful, please call the state Comptroller’s toll-free Hotline: 1-800-232-5454 Notifications can also be submitted electronically at:


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