1. Collaborative Practices: Transition Toolkit 2.0 – Meeting the Educational Needs of Youth Exposed to the Juvenile Justice System Simon Gonsoulin

2. 2 NDTAC's 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

3. 3 Title I, Part D: Goals and Funding The goals of Title I, Part D programs are to:  Improve educational services for children and youth who find themselves in the neglect and juvenile justice systems so they have the opportunity to meet challenging State academic content and achievement standards;  Provide them with services to successfully transition from institutionalization to further schooling or employment; and  Prevent at-risk youth from dropping out of school, and to provide dropouts and children and youth returning from correctional facilities with a support system to ensure their continued education

4. 4 Collaboration is… Two or more entities working together toward a shared goal of effectively and efficiently implementing programs.

5. 5 The Importance of Collaborative Practices “The success of children and youth who are neglected, delinquent, or at- risk relies on effective systems.” (Leone, Quinn, and Osher, 2002)

6. 6 The Importance of Collaborative Practices “Collaboration is a prerequisite to the sustainability of interagency programs.” (Perkins, 2002)

7. 7 Stages of Collaboration Coexistence  Organizations have limited awareness of others  Knowledge development and decision-making is done independently Adapted from Frey (2006) and Houge (1993)

8. 8 Stages of Collaboration Communication  Aware of other organizations  Loosely defined roles  Little communication  All decisions are made independently Adapted from Frey (2006) and Houge (1993)

9. 9 Stages of Collaboration Cooperation  Provide information to each other  Somewhat defined roles  Formal communication  All decisions are made independently Adapted from Frey (2006) and Houge (1993)

10. 10 Stages of Collaboration Coordination  Share information and resources  Defined roles  Frequent communication  Some shared decision-making Adapted from Frey (2006) and Houge (1993)

11. 11 Stages of Collaboration Coalition  Shared ideas  Shared resources  Frequent and prioritized communication  All members have a vote in decision-making Adapted from Frey (2006) and Houge (1993)

12. 12 Stages of Collaboration Collaboration  Members belong to one system  Frequent communication characterized by mutual trust  Consensus is reached on all decisions Adapted from Frey (2006) and Houge (1993)

13. 13 Levels of Collaboration Survey (Frey, 2006)

14. 14 Qualities of Collaborative Programs for Youth Who Are N or D  These programs promote:  Healthy messages to adolescents about their bodies, their behaviors and their interactions  Safe and structured places for teens to study, recreate and socialize  Strengthened relationships with adult role models, such as parents, mentors, coaches or community leaders  Skill development in literacy, competence, work readiness and social skills  Opportunities to serve others and build self-esteem Family and Youth Service Bureau

15. 15 New Resource from NDTAC! Transition Toolkit 2.0: Meeting the Educational Needs of Youth Exposed to the Juvenile Justice System  Innovative practices at each stage of transition: entry, residence, exit, aftercare  Each stage also includes practices specific to records transfer and family involvement  Self-Study and Planning Tool

16. 16 EDJJ Definition of Transition “A coordinated set of activities for the youth, designed with 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” ---Heather Griller-Clark (2006)

17. 17 Translating Transition Coordinated set of activities: Stakeholders communicate with each other to ensure youth are receiving appropriate services/participating in appropriate activities Outcome-oriented process: Youth are studying in school and/or working Youth are positively engaging with family and community Youth are not returning to the system (no new charges or reincarceration) Activities that lead to successful movement between facility and community: Prepare youth to return to society and resume educational services in their home communities. Enhance skills and attitudes to be successful in society.

18. 18 Characteristics of Effective Transition Systems Coordinated service offerings A transition coordinator or specialist Transition plans created at first contact High levels of youth and family involvement Culturally sensitive practices High levels of agency involvement

19. 19 Characteristics of Effective Transition Systems Strong court involvement Agencies and schools work together Knowledgeable and well-trained staff Sufficient funding Well-designed tracking and monitoring system

20. 20 Entry into the Juvenile Justice System  Conduct formal intake assessment  Assemble a treatment team and develop a transition plan  Define roles of individuals, agencies and family to aid in open communication  Track and monitor the youth’s progress  Refer youth to diversion/community based programs when appropriate

21. 21 Residence  Continue activities initiated at entry  Provide Pre-release training and supports  Ensure appropriate educational placements  Formal records maintenance procedure  Offer programs to family members to develop and hone their parenting skills  Enhance family involvement (counseling and education)

22. 22 Exit from Secure Care  Begin sharing pre-release information  Conduct pre-release visit to the school  Start transitional counseling and introduce mentoring services  Release a youth’s records timely  Engage the family in all decision making  Prepare the family for the child’s re-entry to the home

23. 23 After care  Provide transitional counseling  Ensure follow-ups and monitor progress  Wrap around support services  Collaborate/Communicate with individuals, family and agencies to track progress and collect follow-up data  Provide continued support to family

24. 24 Contact Information NDTAC Simon Gonsoulin, Director 202-403-5653 sgonsoulin@air.org www.neglected-delinquent.org