2012

NDTAC Webinar: Foxfire Schools: Taking the Time To Foster Deep, Caring, Sustainable Relationships (March 2012)

Webinar participants learned about a unique dropout recovery district in Zanesville, Ohio—Foxfire Schools. Having started with 3 staff members and 10 students in the fall of 2000, the Foxfire Center for Student Success has grown to become Foxfire Schools, which is composed of a middle school and a high school.  The Foxfire Schools plan to expand to a comprehensive pre-K through 12th grade dropout recovery district. Currently, Foxfire High School serves as a dropout recovery/prevention school for students from Ohio regional school districts. Some of these students are supported through Title I, Part D, Federal funding.

Mr. Todd Whiteman, the superintendent for Foxfire Schools, provided an overview of the school and its mission and vision. He then focused on two key aspects that are foundational to the schools’ and district’s success: (1) the Core Values program and (2) a commitment to building relationships. Mr. Whiteman provided examples of how the schools have actualized these principles. Participants also learned about strategies that have been successful in building relationships with youth who are neglected, delinquent, and at-risk and in re-engaging these students with school.

Following Mr. Whiteman’s presentation, NDTAC staff member Dr. Marlene Darwin demonstrated the Foxfire Schools’ profile that is featured on the U.S. Department of Education Web site, Doing What Works (http://dww.ed.gov).

View the recorded Webinar (Windows Media Video)

• Having difficulty with the video?
• Webinar Transcript (PDF)

Download Presentation Slides (PPT):

• Foxfire Schools: Taking the Time To Foster Deep, Caring, Sustainable Relationships by Mr. Todd Whiteman

Other Resources:

• You can find more information on Foxfire on Doing What Works.  Learn more about Doing What Works.

Proposed Changes to the Title I, Part D, Federal Data Collection (March 2012)

Proposed changes to the Consolidated State Performance Report (CSPR) for both SY 2011-12 and SY 2012-13 were released on February 15, 2012. The changes are open for a 60-day comment period. After comments are received, there will be an additional 30-day comment period for the forms as well. (The proposed changes can be found at http://edicsweb.ed.gov/browse/downldatt.cfm?pkg_serial_num=4804.)

The National Evaluation and Technical Assistance Center for the Education of Children and Youth Who Are Neglected, Delinquent, or At-Risk (NDTAC) hosted a Webinar to review and discuss the proposed changes for the Title I, Part D, program. John McLaughlin, Title I, Part D, Federal Program Manager, Stephanie Lampron, NDTAC Deputy Director, and Joel McFarland, EDFacts Management and Program Analyst, U.S. Department of Education, walked through the revisions and were available to answer questions.

The Webinar was intended primarily for those involved in the data collection and reporting process for Title I, Part D, at the State education agency level, including Title I, Part D, CSPR, and EDFacts coordinators.

View the recorded Webinar (Windows Media Video)

• Having difficulty with the video?

Download Presentation Slides (PPT):

• Proposed Changes to FY 2011-12 Forms
• Proposed Changes to FY 2012-13 Forms
• Full Presentation

Other Resources:

• Proposed Changes: http://edicsweb.ed.gov/browse/downldatt.cfm?pkg_serial_num=4804

 

Truancy Prevention Programs (January 2012)

Students who are chronically truant often experience negative outcomes that can extend beyond poor academic achievement to involvement with the juvenile justice system. Students with a high rate of absenteeism are eligible to be served through at-risk programs that are funded by Title I, Part D, Subpart 2. Additionally, partnering educators with other entities is a wise approach to combating the negative effects that truancy can have on young people and to improving outcomes for truant youth. According to the Office of Juvenile Justice and Delinquency Prevention, “chronic truancy is a community problem that can best be addressed by collaboration among various systems in the community.”

Simon G. Gonsoulin, Project Director, NDTAC, began the Webinar by presenting an overview of truancy, including the potential consequences for students. Subsequent presentations highlighted truancy prevention programs from two jurisdictions. Bobbe J. Bridge (former Supreme Court Justice in the State of Washington) and Leila Curtis discussed truancy prevention programs in King County, Washington; and Dr. Ronald Carey and Angela Jones focused on such programs in Richmond City (Virginia) Public Schools.

 

View the recorded Webinar (Windows Media Video)

• Webinar Transcript (PDF)

Download Presentation Slides (PPT):

• Introduction to Truancy by Simon Gonsoulin
• Truancy Prevention Programs in King County by Bobbe J. Bridge and Leila Curtis
• Truancy Prevention Programs in Richmond City (Virginia) by Dr. Ronald Carey and Angela Jones
• Combined Presentations

2011

Understanding the Consolidated State Performance Report (CSPR) for School Year 2010-11 (October 2011)

This annual Webinar focuses on the CSPR: Understanding the Consolidated State Performance Report (CSPR) for School Year 2010–11. During this Webinar, we review the collection process for Title I, Part D, with a focus on the 2010–11 school year. John McLaughlin, Title I, Part D, Federal Program Manager, U.S. Department of Education, discusses the importance of the collection process and highlights the new clarifications for this year’s collection. Liann Seiter, NDTAC research associate, provides an overview of the CSPR “basics” and addresses the common pitfalls and challenges related to Title I, Part D. Joel McFarland, EDFacts Management and Program Analyst, U.S. Department of Education, joins the presenters in taking questions.

The Webinar is intended primarily for those involved in the data collection and reporting process for Title I, Part D, at the State education agency, State agency, and local education agency levels, including Title I, Part D, CSPR, and EDFacts Coordinators. NDTAC encourages State colleagues to participate in the Webinar together.
 

• Webinar Transcript (PDF)

Download Presentation Slides (PPT):

• Importance and Use of CSPR Data by John McLaughlin
• Title I, Part D, CSPR Collection for SY 2010-11 by Liann Seiter
• Combined Presentations

Other Resources:

• Instructional Guide to Reporting Title I, Part D, Data in the CSPR for School Year 2010-11 (PDF | MS Word)

Annual Counts: Understanding the Process and Its Implications (September 2011)

The Annual Count—known by many names, including the October Count, the Child Survey, and the Annual Child Count Survey—is a critical part of the Title I funding process. It is the yearly process by which States submit to the U.S. Department of Education (ED) counts of children and youth who are neglected or delinquent. ED uses this information to allocate funds to Title I, Part D, programs across the country.

ED will soon request Annual Count data from States. Counts will be due to ED in January 2012. To help program administrators with this process, NDTAC is pleased to offer Annual Counts: Understanding the Process and Its Implications. During this Webinar, Greta Colombi, senior research analyst, and DeAngela Milligan, research associate, address the following topics.

• The purpose of the Annual Count
• Who is eligible to be counted (i.e., which facilities and which students within these facilities)
• How the Annual Count relates to other reporting requirements from ED
• The difference in the count procedures and protocols between State agencies (Subpart 1) and local agencies (Subpart 2)

The Webinar is designed for State and local Title I, Part D, program administrators.The presenters and John McLaughlin, Title I, Part D, Federal Program Manager, U.S. Department of Education, were available to take questions and discuss any issues that arose during the call.

 
View the recorded Webinar (Windows Media Video)

• Webinar Transcript (PDF)
• Having difficulty with the video?

Download Presentation Slides (PPT):

• Overview and Subpart 1 by DeAngela Milligan
• Subpart 2 and Summary/Next Steps by Greta Colombi
• Combined Presentations

Other Resources:

• NDTAC's The Annual Count Toolkit: Determining Formula Counts for Title I, Part D, Funding Allocations (PDF)

Cultural and Linguistic Competency: Strategies for Establishing a Learning Environment based on Students' Needs (August 2011)

Culture and linguistic competency (CLC) among teachers and staff who work with students who are English language learners (ELL), or from other diverse backgrounds, is an especially important concern within neglect, delinquent, or at-risk education programs.

During this Webinar, Dr. Carlos Rodriguez, Principal Research Scientist at the American Institutes for Research,  discusses effective approaches for increasing engagement among youth from diverse linguistic and cultural backgrounds and the related barriers. He shares ideas on how to prepare and steer students toward an achievement pathway. Dr. Rodriguez also advises on how learning environments can be created that are attuned and sensitive to students’ needs.

Ms. Ana Diaz-Booz, Principal, School of International Business, Kearny High School Complex in San Diego, California, then discusses the implementation of approaches used to remedy issues related to both ELL and CLC. She describes the demographics within her school and the mechanisms that are in place, and outlines the strategies that her school used to remove the obstacles hindering students’ educational growth and opportunity. Ms. Diaz-Booz identifies the types of approaches for which certain strategies would be best suited.

View the recorded Webinar (Windows Media Video)

• Webinar Transcript (PDF)
• Having difficulty with the video?

Download Presentation Slides (PPT):

• Cultural & Linguistic Competency by Carlos Rodriguez
• Effective Strategies for Supporting English Language Learners by Ana Diaz-Booz
• Combined Presentations

Improving Practices Within Neglect and Delinquent Systems Through Effective Communication and Collaboration (May 2011)

Effective interagency communication and collaboration are key principles and practices in addressing the unmet educational needs of youth in the juvenile justice and child welfare systems, as discussed in the Center for Juvenile Justice Reform’s (CJJR’s) monograph, Addressing the Unmet Educational Needs of Children and Youth in the Juvenile Justice and Child Welfare Systems (Leone & Weinberg, 2010).

This Webinar introduces NDTAC’s new practice guide, Improving Educational Outcomes for Youth in the Juvenile Justice and Child Welfare Systems Through Interagency Communication and Collaboration, which builds on the CJJR monograph and explores practices and strategies to establish and maintain effective interagency communication and collaboration; provides participants with guidance on how to use collaborative techniques for process and outcome improvement; and shares examples of effective communication and successful collaboration at the State, local, and facility levels.

On this Webinar, Simon Gonsoulin, NDTAC project director, and Joyce Burrell, director of juvenile justice programs at the American Institutes for Research, discuss intra- and interagency communication and collaboration and highlight strategies from the guide. Pat Frost, Nebraska State Title I, Part D, coordinator, describes how effective collaboration among State child-serving agencies resulted in a statewide interagency work group, the development of a data-sharing project, and a Web site focused on the educational needs of youth in out-of-home care. Susan Lockwood, director of juvenile education, Indiana Department of Correction, discusses how collaboration assisted in developing and sustaining “Why Try,” an evidence-based program focused on dropout and school violence prevention and truancy reduction programming, and a partnership project with the Peace Learning Center to teach supplemental conflict management strategies.

View the recorded Webinar (Windows Media Video)

Having difficulty with the video?

Download Presentation Slides (PPT):

• Interagency Communication and Collaboration is Vital by Simon Gonsoulin and Joyce Burrell
• Interagency Communication and Collaboration in Nebraska: Meeting the Educational Needs of Youth in Out-of-Home Care by Pat Frost
• Division of Youth Services: Indiana Department of Correction by Susan Lockwood
• Combined Presentations

Other Resources:

• NDTAC practice guide: Improving Educational Outcomes for Youth in the Juvenile Justice and Child Welfare Systems Through Interagency Communication and Collaboration (PDF)
• Center for Juvenile Justice Reform’s (CJJR’s) monograph, Addressing the Unmet Educational Needs of Children and Youth in the Juvenile Justice and Child Welfare Systems (Leone & Weinberg, 2010) (PDF)
• Partnering4Students Web site
• Why Try Web site
• Peace Learning Center Web Site and Article (PDF)

Professional Development: How It Can Enhance Student Outcomes in Neglected and Delinquent Programs (March 2011)

Studies suggest that the more time teachers spend in professional development, the more significantly they change their practices. Effective teachers form the foundation of good schools, and improving teachers’ skills and knowledge is one of the most important investments of time and money that local, State, and national leaders make in education. Furthermore, NDTAC reiterates that high quality and ongoing professional development for teachers of students who are neglected, delinquent, or at-risk is essential to improving student outcomes. During this Webinar, presenters identify effective professional development strategies, potential benefits, and some current methods of implementation. Two programs are showcased as further examples that highlight the challenges and successes encountered in implementing professional development.

Dr. Ted Price (assistant professor of educational leadership at West Virginia University) provides an overview of professional development and its potential value to educational systems, programs, and personnel. Dr. Fran Warsing (superintendent in the Office of Institutional Education Programs at West Virginia Department of Education) and Rick Martin (Title I, Part D, director in the Orange County, California, Department of Education) elaborate on professional development strategies used at the State and local levels to enhance the educational experiences of students who are neglected or delinquent and improve teachers’ skills and knowledge. This Webinar is designed to help participants to better understand the potential advantages that professional development can offer to educational programs, learn several professional development strategies, and recognize differences in implementation at State and local levels.

View the recorded Webinar (Windows Media Video)

Having difficulty with the video?

Download Presentation Slides (PPT):

• Professional Development For Title I, Part D, Programs by Ted Price
• Professional Development: Implementation at the West Virginia Department of Education by Fran Warsing
• Professional Development: Implementation at the Orange County Department of Education, California by Rick Martin
• Combined Presentations

Other Resources:

• Professional Development Resources (Word)
   

Common Core State Standards and Their Potential Impact on Juvenile Justice and Neglect Education (January 2011)

A disconnect exists between the current expectations and capabilities of students in the K–12 public education system and what is required of students in postsecondary opportunities and careers. For example, 42 percent of community-college freshmen and 20 percent of freshmen in 4-year institutions must enroll in remedial courses in basic skills such as reading, writing, and math. Driven by this divide, the Council of Chief State School Officers (CCSSO) and the National Governors Association Center for Best Practices have developed the Common Core State Standards Initiative.

Through this Webinar, participants hear about the need for implementation of the Common Core State Standards in Title I, Part D-funded educational programs, learn about the Common Core State Standards Initiative, and gain a clear understanding of the content of the Common Core Standards. Simon Gonsoulin, NDTAC’s director, begins the Webinar with information about the need for the Common Core Standards in Title I, Part D-funded education programs. Additionally, Carrie Heath Phillips, senior program associate at CCSSO, describes the initiative, including the process of development for the standards, what the standards entail, and how the standards fit into the larger picture of improving America’s education system.

Download Presentation Slides (PPT):

• Title I, Part D and the Common Core by Simon Gonsoulin
• Common Core State Standards Initiative by Carrie Heath Phillips
• Combined Presentations

Other Resources:

• Common Core State Standards Initiative

2010

The Critical Role of Schools in Combating Disproportionate Minority Contact (DMC): National Perspective and Local Solutions (November 2010)

Research has demonstrated that youth of color are disproportionately represented at all levels of involvement within the juvenile justice system. This Webinar focuses on how LEAs and schools can serve as a buffer instead of an entry point into the juvenile justice system for minority youth who are at-risk. During the Webinar, DeAngela Milligan, NDTAC Technical Assistance Liaison discusses the connection between community schools and DMC and examines some general DMC reduction strategies. In addition, John T. Hall, Coordinator, Memphis City Schools Department of School Security, and Emergency Management discusses a promising DMC reduction program being used in Memphis City Schools called the School House Adjustment Program Enterprise (S.H.A.P.E.).
 

View the recorded Webinar (Windows Media Video)

Having difficulty with the video?

Download Presentation Slides (PPT):

• DMC: National Perspectives by DeAngela Milligan
• The Memphis City Schools School House Adjustment Program Enterprise (S.H.A.P.E.) Program by John Hall
• Combined Presentations

Other Resources:

• School House Adjustment Program Enterprise (SHAPE) Program
• SHAPE Memorandum of Understanding
• SHAPE 2008-09 Evaluation Report

Improving Title I, Part D, Data Collection and Reporting for School Year 2009-10 (September 2010)

This Webinar provides essential information about the data reporting process for SY 2009–10. Sarah Bardack, NDTAC research associate, provides a preview of the new and improved Instructional Guide to Reporting Title I, Part D, Data in the CSPR and discusses strategies for collecting high-quality data, including how to avoid common data quality issues by facilitating more efficient and effective subgrantee technical assistance. Bobbi Stettner-Eaton, EDFacts management and program analyst at the U.S. Department of Education, provides key information related to the EDFacts reporting process for the upcoming year and how it relates to the CSPR submission process for Title I, Part D, programs. The Webinar recording also includes presenters’ answers to questions submitted by the audience. 

View the recorded Webinar (Windows Media Video)

Having difficulty with the video?

Download Presentation Slides (PPT):

• Strategies for Improving Title I, Part D, Data Collection for SY 2009-10 by Sarah Bardack

• EDFacts and SY 2009-10 CSPR by Bobbi Stettner-Eaton

• Combined Presentations

Related Resources:

• Instructional Guide to Reporting Title I, Part D, Data in the CSPR for SY 2009-10

• Title I, Part D, Data Collection List for SY 2009-10 (Word)

Makin' Sense and Counting Down: Boosting Literacy and Numeracy for Youth in Short-Term Placements (August 2010)

Youth who have low academic skills generally face significant barriers to economic and social success and are more likely to be involved in the juvenile justice system. Improving literacy and numeracy instruction in juvenile justice facility classrooms can be a critical step toward strengthening the academic skills of youth who are incarcerated. National experts and authors of NDTAC’s new literacy and mathematics strategy guides, Drs. Terry Salinger, Peter Leone, and Candace Mulcahy, join NDTAC to discuss recommendations and strategies pertaining to the motivation, assessment, and instruction of youth in short-term juvenile justice facilities. The authors also discuss infrastructure and professional development to support teachers in these settings.

View the recorded Webinar (Windows Media Video):

Having difficulty with the video?

Download Presentation Slides (PDF):

• Numeracy Strategies by Peter Leone and Candace Mulcahy
• Literacy Strategies by Terry Salinger
• Combined Presentations by Terry Salinger, Peter Leone and Candace Mulcahy

Related Resources:

Making It Count: Strategies for Improving Mathematics Instruction for Students in Short-Term Facilities
by Peter Leone, Mike Wilson, and Candace Mulcahy
This guide includes four recommendations with in-depth classroom strategies designed to support the development of mathematics proficiency of youth in short-term juvenile correctional facilities.

 

Adolescent Literacy Guide: Meeting the Literacy Needs of Students in Juvenile Justice Facilities
by Terry Salinger
This guide includes five recommendations with in-depth classroom strategies designed to inform administrators and teachers who want to increase opportunities for students in juvenile justice facilities to improve their literacy skills.

Webinar Q&A - Culturally Relevant Passages (Word)

Gang Prevention From Multiple Perspectives: Federal, Research, and Practice (April 2010)

This Webinar explores youth involvement in gangs, including current data and initiatives, research, and prevention and reduction strategies. Dennis Mondoro, Strategic Community Development Officer, and Steffie Rapp, Program Manager, from the Office of Juvenile Justice and Delinquency Prevention (OJJDP), provide a Federal perspective on youth involvement in gangs, discuss OJJDP’s current gang prevention initiatives, and share national data on this topic. Dr. Finn Esbensen, the Desmond Lee Professor of Youth Crime and Violence in the Department of Criminology and Criminal Justice at the University of Missouri–St. Louis, discusses the risk factors of gang involvement and how gang prevention and reduction programs should address those risk factors, with a focus on the education setting. Tim Cowan, Gang Resistance Education and Training (GREAT), School Resource Officer, Garland Police Department, Garland, Texas, and Tony Ostos, Program Manager, Gang Resistance Is Paramount (GRIP), Paramount, CA, provide insight on gangs and discuss the characteristics, strategies and outcomes associated with each gang reduction program.

 

View the recorded Webinar (Windows Media Video)

Having difficulty with the video?

Download Presentation Slides (PDF):

• Office of Juvenile Justice and Delinquency Prevention: Serving Children, Families, and Communities by Dennis Mondoro and Steffie Rapp

• Gangs, Risk Factors, and Programs by Finn Esbensen

• The GREAT Program by Tim Cowan

• The GRIP Program by Tony Ostos

• Combined Presentations

Related Resources:

• Office of Juvenile Justice and Delinquency Prevention

• GREAT Program website

• GRIP Program information

• National Gang Center

Compliance Isn't Built in a Day: The Importance of Ongoing Communication in Subgrantee Monitoring (February 2010)

Onsite monitoring reviews allow agencies to assess subgrantee compliance with funding requirements and provide necessary guidance. However, occasional monitoring visits are often not sufficient to ensure continued subgrantee compliance. This Webinar outlines the importance of ongoing communication between State education agencies and their subgrantees (i.e., other State agencies and local education agencies) and describes communication strategies that coordinators of the Part D program can adopt to improve subgrantee compliance over time.

Guest presenters include Melvin Herring (Florida’s State Part D coordinator) and Kenya Haynes (Wyoming’s State Part D coordinator). The Webinar is introduced by Simon Gonsoulin (NDTAC’s director) and moderated by Greta Colombi (NDTAC research analyst).

» View the recorded webinar (Windows Media Video)

Download Presentation Slides (PDF):

• Compliance Isn't Built in a Day: The Importance of Ongoing Communication in Subgrantee Monitoring by Greta Colombi

• Title I, Part D, Program Improvement in Wyoming by Kenya Haynes

• Title I, Part D, Compliance Monitoring: A Constant Connection by Melvin Herring

• Combined Presentations

Related Resources:

• ED’s Title I, Part D, Nonregulatory Guidance: F-1, G-11, Q-1

• Title I, Part D, Update Agenda, Fall 2009 – Wyoming (Word) by Kenya Haynes

• NDTAC's Monitoring & Compliance Library Page

• NDTAC's Subgrantee Monitoring: How do States Monitor Their SAs and LEAs? Webinar

• NDTAC’s A Guide to Meeting Compliance Requirements for the Title I, Part D, Program (PDF)

Please contact your state liaison to request monitoring protocols used by the presenters.

2009

Addressing the Mental Health and Substance Abuse Needs of Juvenile Justice Involved Youth Through Systems of Care (December 2009)

This NDTAC Webinar explored the impact of mental health issues and substance abuse on the lives of young people within the juvenile justice and child welfare systems, as well as on the lives of youth at risk of delinquency and/or academic failure.

Dr. Sharon Hunt, Deputy Director of the Technical Assistance Partnership for Child and Family Mental Health (TA Partnership), discussed the system of care approach of providing coordinated, comprehensive, community-based children's mental health services and supports. Dr. Hunt, along with Ms. Liz Doyle, Clinical Director for Child & Adolescent Services, McHenry County Mental Health Board of Illinois, shared information regarding the benefits of systems of care involvement for these youth as measured by improved academic, vocational, and behavioral outcomes and improved social and emotional well-being.

Annual Counts: Understanding the Process and Its Implications
(October 2009)

The Annual Count is the yearly process by which States submit to the U.S. Department of Education (ED) the numbers of children and youth who are neglected or delinquent. During this Webinar, Stephanie Lampron, Deputy Director of NDTAC, and Greta Colombi, Research Analyst, covered the purpose of the Annual Count, who is eligible to be counted, and the difference in the count procedures and protocols between State agencies (Subpart 1) and local agencies (Subpart 2).

Everything You Need To Know About the CSPR (Consolidated State Performance Report) for School Year 2008–09 (September 2009)

This webinar provided important information for those involved in the data collection and reporting process for Title I, Part D. Bobbi Stettner-Eaton, the U.S. Department of Education's EDFacts Management and Program Analyst, gave an overview of the EDFacts reporting process for the upcoming year and how it relates to the CSPR submission process for Title I, Part D, programs. Sarah Bardack, NDTAC Research Associate, reviewed the CSPR reporting tables for Part D.

Helping System-Involved Youth Rewrite Their Stories: Strategies That Motivate (August 2009)

Motivating youth involved with the juvenile justice system is an important factor in reducing recidivism. How can facilities, agencies, and others in the community help these youth develop and sustain the motivation to succeed? In NDTAC's Webinar, participants heard the perspectives of youth who were once involved in the deep end of the criminal justice system but now serve as role models for others. Dan DeLucey and Reginald Dwayne Betts shared their journeys and identified strategies that motivated them and other system-involved youth to rewrite their stories.

The Juggling Act: Minimizing Teacher Attrition and Maximizing Teacher Quality in a Juvenile Justice Setting (March 2009)

Two major issues facing the juvenile justice education field today are teacher attrition and promoting quality educational staff and services for youth who are neglected or delinquent. Educators and juvenile justice professionals often agree that teacher attrition has the potential to limit the educational experiences of students, restrict student achievement, and be extremely costly to systems with very little return. Furthermore, it is widely accepted that teacher quality has a direct correlation with the success of schools in meeting the needs of a diverse student body. This Webinar provided practical strategies, constructive examples, and recent research on ways your system might attract, select, prepare, and retain quality juvenile justice educators.

Practical Strategies for Family Involvement in Correctional Education (January 2009)

Family involvement positively affects the outcomes of youth in the juvenile justice system, but can be difficult to implement effectively. This Webinar provides constructive examples of ways families can be engaged in the education of their child while he or she is involved in the juvenile justice system.

The three presenters joining NDTAC for this Webinar have extensive knowledge of family involvement and have served as researchers, policy analysts, technical assistance providers, and advocates in the juvenile justice, mental health, and education systems.

2008

Understanding Title I, Part D, Data: Counting, Collecting and Reporting in the Upcoming Year (November 2008)

In this Webinar, Dr. John McLaughlin, Federal Program Officer, discussed the importance of the Consolidated State Performance Reports (CSPR) data collection and Dr. Bobbi Stettner-Eaton, EDFacts Management and Program Analyst, provided information on the EDFacts initiative and the goal to integrate the CSPR with EDFacts. NDTAC's Deputy Director, Stephanie Lampron, presented an overview of the Annual Count and a walkthrough of the SY 2007-08 CSPR reporting forms.

Inter-agency Collaboration: An Innovative Transition Practice (September 2008)

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." As this definition conveys, a critical component of transition is coordination. Coordination requires individuals from multiple systems to work together to ensure that a youth involved in the juvenile justice system receives all of the needed support services throughout the process. Learning how to come together and effectively work with other agencies is essential to the educational and life outcomes of youth who are neglected, delinquent, or at-risk of school failure.

This NDTAC Webinar provided practical strategies to facilitate collaboration among agencies that provide services for youth transitioning through the juvenile justice system. To gain multiple viewpoints, strategies at both the State and local levels were presented. Jane Young, Ph.D., Superintendent of the North Carolina Department of Juvenile Justice and Delinquency Prevention, discussed facilitating collaboration among various agencies involved in transition. Tim Canter, Community Transition Specialist at Springfield Public Schools in Springfield, Oregon, presented the transition strategies he uses in his work with the school district and local juvenile justice facilities. NDTAC's Leslie Brock facilitated and led the discussion.

Preventing Delinquency by Promoting Academic Success (June 2008)

School failure and dropout are major predictors of children and youth becoming involved with or re-involved with the juvenile justice system. Understanding the risk factors associated with school failure and how to support students who are at increased risk of failure is essential to effective prevention strategies and programming that aim to reduce delinquency. This Webinar provided practical strategies to help identify students who are at increased risk of school failure and dropout, as well as strategies to support students in meeting academic requirements and maintaining academic success.

Presenters Jessica Heppen and Mindee O'Cummings, of the National High School Center, provided an overview of early warning systems to identify potential high school dropouts along with best practices in research-based preventive interventions; Kevin Dwyer, past president of the National Association of School Psychologists, explained the need for additional services for students with disabilities and discussed the overrepresentation of students with disabilities within the juvenile justice system; and David Osher, NDTAC's Principal Investigator, discussed the importance of continuing to provide quality education within the juvenile justice system as a central part of rehabilitation and in reducing recidivism.

State Agency Reform: The Experience of the Massachusetts Department of Youth Services (June 2008)

As educational programs undergo reform, questions of their impact loom large. This Webinar provided insight into Massachusetts' reform and evaluation effort. Presenters included Christine Kenney, Director of Education Services for the Massachusetts Department of Youth Services, Lonnie Kaufman, Project Manager, and Steven Ellis, Senior Manager, of the external evaluation team from the University of Massachusetts Donahue Institute. Ms. Kenney, Mr. Kaufman, and Mr. Ellis, provided information about the impetus for the educational reform initiative, the benefits and challenges of the evaluation process, and the findings and next steps identified as a result of the evaluation. NDTAC's Project Director Tarek Anandan provided a brief overview on the usefulness of program evaluations for neglected and delinquent programs.

Mentoring for Success: Essential Elements for and Models of Mentoring Programs (February 2008)

NDTAC's Greta Colombi provided an overview of the essential elements of mentoring programs generally as well as for youth who are neglected and delinquent. Representatives from two highly regarded mentoring programs that serve neglected and delinquent youth, the Aftercare for Indiana through Mentoring Program (AIM) and Journey 4-H Youth Mentoring Program, described their program models.

You may download the speakers' PowerPoint presentations and the related resource by clicking on the links below.

2007

Reporting Title I, Part D Data: Lessons from 2005-2006, Preparing for 2006-2007 (November 2007)

Tarek Anandan, Director for Data and Evaluation of NDTAC, and Tal Kerem, Research Associate, covered Federal data requirements for the 2006-2007 reporting year, including what data to submit and the changes to this year's reporting elements. In addition, they presented on the achievements made by States to date in improving the completeness and quality of data submitted.

 

Conditions for Learning: Promoting Social, Emotional and Academic Growth in N and D Programs (August 2007)

There are social and emotional conditions of learning that affect the ability of children and youth to learn and develop. Although these conditions are important for all children and youth, they are particularly important for those who have been neglected, are delinquent, or are at-risk of dropping out of school.

To help juvenile justice educators in their work with youth who are neglected or delinquent, NDTAC's Dr. David Osher highlights how the four conditions for learning—safety, support, social emotional learning, and challenge—promote academic growth.

You may download the speaker's PowerPoint presentation from this Webinar by clicking on the link below.

 

Consolidated State Performance Reports (CSPR): Data Collection and Quality (June 2007)

In this Webinar, U.S. Department of Education Program Manager Gary Rutkin presented on the importance of collecting accurate CSPR data for the the upcoming 2007-2008 school year and NDTAC's Stephanie Lampron provided an overview of how to interpret the information in the Center's newly-developed State Data Quality Reports.

 

Sharing Professional Development Strategies: How States are Providing Training and Support to Part D Subgrantees (May 2007)

Presenters Andrew Wayne, Senior Research Analyst for the American Institutes for Research and expert on teaching standards; Kathleen Sande, Washington's State Title I, Part D Coordinator; Barbara Presler, Arizona's State Title I, Part D Coordinator, and Orlenda Roberts, Assistant Superintendent of the Mary C. O'Brien Accommodation District in Arizona, as they explore some key elements of professional development programs for Part D subgrantees.

You may download the speaker's PowerPoint presentation from this Webinar by clicking on the link below.

 

Reaching Out to Youth at Risk: School Dropout Prevention (February 2007)

Experts in the field of dropout prevention discussed their work with youth most at risk of not completing school. Presenters included Dr. Terry Cash of the National Dropout Prevention Center, Dr. Sheppard Kellam of the American Institutes for Research’s Center for Integrating Education and Prevention Research in Schools and Mr. Diego Navarro of Cabrillo College's Watsonville Digital Bridge Academy.

You may download the speaker's PowerPoint presentation from this Webinar by clicking on the link below.

2006

Family Involvement for Youth in the Juvenile Justice System (November 2006)

Family members and family involvement experts Barbara Huff and Trina Osher of Huff-Osher, Inc. introduced NDTAC's newest tool, "Working with Families of Children in the Juvenile Justice and the Corrections System: A Guide for Education Program Leaders, Principals and Building Administrators." In addition, practitioners from the Baltimore City Juvenile Justice Center's Community and Family Resource Center highlighted some of the initiatives that their Center is using to engage families of youth in juvenile corrections.

You may download the speaker's PowerPoint presentation from this Webinar by clicking on the link below.

 

Reporting 2005-2006 Title I, Part D Data (October 2006)

NDTAC Data and Evaluation Task Leader, Stephanie Lampron, presented on Title I, Part D Federal data requirements covering the 2005-2006 reporting year, provided an overview of the data collected for the 2004-05 school year, and discussed common reporting issues.

 

Family Involvement of Students in the Juvenile Justice and Corrections System (July 2006)

Experts Trina Osher and Barbara Huff, consultants of Huff Osher, Inc.; Dr. Jean Steinberg, Project Director of the Jackson Project at the Stonewall Jackson Youth Development Center in North Carolina; and Mr. Michael Haley of the North Carolina Department of Juvenile Justice discussed the importance of family involvement for youth in the juvenile justice system and explored current programs and initiatives in delinquent programs and facilities.

You may download the speakers' PowerPoint presentations from this Webinar by clicking on the links below.

 

The Importance of Reading Literacy (June 2006)

Experts Dr. Peter Leone, professor in the Department of Special Education, College of Education at the University of Maryland, College Park, Ms. JoAnn Murphy, principal of Foothill High School, a school within New Mexico's Youth Diagnostic and Development Center, and Ms. Marcia Kingman of the US Department of Education discussed the importance of reading literacy in juvenile correctional education and explored some reading literacy programs currently in use in N or D programs and facilities around the country.

You may download the speakers' PowerPoint presentations from this Webinar by clicking on the links below.

 

Pre-Post Assessments (April 2006)

NDTAC staff member Nick Read presented the Center's latest pre-post assessment resources, and Ms. Karen Denbroeder from the Florida Department of Education discussed pre-post testing and how Florida adopted a common assessment for its Title I, Part D program. She presented Florida's 2006 law mandating a single test in all juvenile justice facilities, as well as the next steps in implementing the law.

You may download the speakers' PowerPoint presentations from this Webinar by clicking on the links below.

 

Reporting Part D Data for 2004-2005 (February 2006)

Federal Program Officer Gary Rutkin presented on Title I, Part D Federal data requirements and discussed the recently released Consolidated State Performance Report. Mr. Rutkin was followed by a presentation from Stephanie Lampron, an NDTAC staff member, who provided an overview of the Center's Instructional Guide to Reporting Title I, Part D Data in the Consolidated State Performance Report.

 

Positive Behavioral Interventions and Supports (January 2006)

Dr. Mary Quinn, a special educator and researcher, Ms. Melva Clarida, an Educational Facility Administrator for the Illinois Department of Corrections, and Mr. Craig Rosen, the Education Administrator of the Iowa Juvenile Home discussed Positive Behavioral Interventions and Supports (PBIS) and its use in N or D settings.  Our presenters introduced the concept of PBIS, and detailed its use in two facilities.

You may download the speakers' PowerPoint presentations from this Webinar by clicking on the links below.

2005

Subgrantee Monitoring: How do States Monitor Their SAs and LEAs? (November/December 2005)

Presenters Joe Hiznay, Program Consultant for the Pennsylvania Department of Education; Dr. John Stewart, Superintendent of Education at the Alabama Department of Youth Services; and Maggie Rivers, Federal Programs Director, Alabama Department of Education presented on the process they go through in monitoring SA and LEA subgrantees in their respective states. This was a great opportunity to hear what others are doing in the field when it comes to monitoring.

You may download the speakers' PowerPoint presentations from this Webinar by clicking on the links below.

 

Academic Assessments: How do N or D Programs Evaluate and Implement the Options? (September 2005)

NDTAC has received many requests for information on the kinds of academic assessments that can accurately measure academic progress in both short-term and long-term N or D programs. In answering these questions, we have often turned to the work that the California Department of Education and the Regional Educational Laboratory, WestEd, have done in determining which assessments are the most useful for correctional education. On September 29th, our presenters Robert Bakke and Joy Lewis discussed evaluating and implementing academic assessments in alternative educational settings in California.

You may download the speakers' PowerPoint presentations from this Webinar by clicking on the links below.

 

Measuring Success: Examples of State and District Data Collection Systems (July 2005)

Our presenters Frank Plaistowe and Ned Loughran discussed how their State and National data systems are helping to ensure that performance goals are met, and how these data systems have impacted the quality of service provision. They also reviewed how they were able to build the infrastructure for, and operate, centralized data collection systems for the purposes of tracking: a) Student Profiles: demographics, school history, and grade level;  b) Academic Progress: grades, test scores, and educational needs; c) Transition Outcomes: transcript transferral, student movements from school to school, and educational achievements (GED, high school diploma).

You may download the speakers' PowerPoint presentations from this Webinar by clicking on the links below.

 

Understanding the Law and How Funds are Generated for Title I, Part D (July 2005)

In this Webinar, Sandy Brown, Program Analyst for the Student Achievement and School Accountability Programs of the U.S. Department of Education, reviewed Title I, Part D law, including program definitions, requirements, State and local funding allocations, and uses of funds. Additionally, Mr. Brown discussed the requirements for State plans, transition services, and program evaluation, as they are stipulated in Part D law.

 

Teacher Quality and Accreditation (June 2005)

Presenters, including Dr. Arlene Chorney, Principal of the Education Component for the Rhode Island Training School; Dr. John Stewart, Superintendent of Education for the Alabama Department of Youth Services; and Dr. Tom O'Rourke and Mr. Jack Catrett, Associate Superintendent and Special Education Director, respectively, for the Georgia Department of Juvenile Justice, discussed the issues surrounding teacher certification for professionals teaching in the juvenile justice system, including how the Highly Qualified Teacher provisions under No Child Left Behind may or may not be applied.

You may download the speakers' PowerPoint presentations from this Webinar by clicking on the links below.

 

Reporting Part D Data for 2004-2005 (June 2005)

Federal Program Officer Gary Rutkin presented on Title I, Part D Federal data requirements and talked about what data to submit for this period, as well as when and how to submit it.

 

Literacy and Transition Curricula, Part II (May 2005)

This interactive event included information on two curricula for N or D students, one focusing on increasing essential literacy skills, the other on preparing students for the critical transition from facilities back to community schools. Academic achievement for this population is becoming an increasing National focus as the Federal Government prepares to collect data on N or D academic indicators for the first time.  Joining us were experts Mary Beth Curtis, Ph.D., Director of the Center for Special Education at Lesley University, and Dorothy Wodraska, M.Ed., Correctional Education Specialist and Director of Federal Education Grant Programs for the Arizona Supreme Court's Juvenile Justice Services Division.

You may download the speakers' PowerPoint presentations from this Webinar by clicking on the links below.

 

Educating N or D Teachers and Students: Curricula and Literacy (April 2005)

This interactive event, "Educating N or D Teachers and students: Curricula and Literacy," was the fifth in our Webinar series and presented information on curricula for both teachers and students in the N or D education system. The event was held on Thursday April 21, 2005.

The Web-based teleconference featured presentations by experts Carol Cramer-Brooks of the Kalamazoo County Juvenile Home Schools in Michigan and Robert Michels of the Markkula Center for Applied Ethics in California.

You may download the speakers' Powerpoint presentations from this Webinar by clicking on the links below.

 

IDEA and N or D Education (March 2005)

The fourth Web-based teleconference in NDTAC's Webinar series was titled, "IDEA and N or D Education: How IDEA and Special Education Law Impacts and Interacts with Neglected/Delinquent Education." It was held March 24, 2005.

This Webinar included presentations by Dr. Mary Quinn, Associate Director of the National Center for Education, Disability, and Juvenile Justice (EDJJ); and Dr. Joseph Tulman, Ph.D, Director of the Juvenile and Special Education Law Clinic of the University of the District of Columbia’s David A. Clarke School of Law.

You may download the speakers' Powerpoint presentations from this Webinar by clicking on the links below.

 

Collaboration and Developing State Plans (February 2005)

NDTAC's third Webinar, Collaboration and Developing State Plans for Neglected and Delinquent Education, took place February 17, 2005. Dr. Barry Krisberg of the National Council on Crime and Delinquency; Dr. David Osher of the Center for Effective Collaboration and Practice; and Dr. James Keeley, State Field Director for Correctional Education at the Maryland Department of Education discussed the critical need for collaboration among state agencies involved in educating neglected and delinquent youth. They reviewed crucial partnerships necessary for implementing effective ND programming and outlined strategies for forging collaborative connections.

You may download the speakers' Powerpoint presentations from this Webinar by clicking on the links below:

 

Transition (January 2005)

NDTAC presented its second Webinar, "Transition," on January 27, 2005. Joseph Hiznay, Program Consultant for the Pennsylvania State Education Agency, and Heather Griller-Clark, Project Director of the Arizona Detention Transition Project at Arizona State University, each presented on the topic of promising transition practices. The presentations included lessons learned from experiences in transitioning youth who are N or D from institutional education programs to the community. Mr. Hiznay and Ms. Griller-Clark also described essential elements to include in transition plans for youth. Joyce Burrell, NDTAC Director, introduced both speakers as well as gave an overview of the role of transition in Title I, Part D.

 

 

2004

Federal Monitoring & Data Collection (December 2004)

Federal Program Manager Gary Rutkin discussed monitoring procedures for Title I, Part D and reviewed the 2004-2005 data collection responsibilities of each state in this NDTAC Webinar, hosted December 9, 2004.