2011 NDTAC National Conference

2011 NDTAC National Conference

Leading and Managing Change for Program

Minneapolis, MN | June 1-3, 2011

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Overview & Conference Presentations

The 2011 NDTAC National Conference: Leading and Managing Change for Program Improvement brought together State Title I, Part D, coordinators; experts in the field; and U.S. Department of Education and NDTAC staff to discuss Federal and State Title I, Part D—focused activities, including successful administration, evaluation, and other practices related to educational programming for youth who are neglected, delinquent, or at risk of academic failure. Given the diverse changes that are occurring throughout the country at the Federal, State, and local levels, the conference planning committee identified “change” as the overarching theme for this year’s conference. With that theme in mind, the conference focused on three strands: responding to change, promoting change through the use of effective practices, and making change proactively within existing systems.

Access conference presentations, handouts, and activities:

Keynote Session

Minneapolis Stadium View School

Larry Lucio, Principal, Stadium View School; Charles Dixon, Community Specialist; Ms. Angela Walk, Stadium View Parent Council; and D.M., Former Student

This keynote featured a local Minneapolis, MN, Title I, Part D, funded education program, Stadium View School, which is housed at the Hennepin County Detention Center. Principal Larry Lucio described the structure of the educational program and gave some demographics about the youth served. Charles Dixon described his collaborative relationship with the school as a community partner and how he works with youth and families. In addition, Ms. Angela Walk shared her experience as a parent working with the program, and a former student of the school, D.M., shared his experiences in the school and the services he received.

Strand 1: Responding to Change

Plenary Session: The Impact of Federal and State Changes on Title I, Part D, Programs

John McLaughlin, Federal Program Manager, Title I, Part D, U.S. Department of Education; Marcia Calloway, State Title I Director and Title I, Part D, Coordinator, Nevada Department of Education; Brenda McEntyre, State Title I, Part D, Coordinator, Kentucky Department of Education; Leńee Reedus, State Title I, Part D, Coordinator, Indiana Department of Education; and Lorene Euerle, State Title I, Part D, Coordinator, California Department of Education

The administration of Federal education and related support programs, like Title I, Part D (Part D), has changed in recent years. Moreover, reauthorization of the Elementary and Secondary Education Act (ESEA) is on the horizon and potentially represents even bigger changes for Part D programs and the students they serve. Many changes are also occurring at the State and local levels across the country, as new leaders, budgets, policies, practices, and structures take hold. To help States respond to such changes, a panel of Federal and State representatives explored changes big and small and shared their experiences responding to them.

ND Community: Program and State Planning

The reauthorization of the Elementary and Secondary Education Act (ESEA) is one of many reasons State Title I, Part D (Part D), coordinators should be thinking about planning for their Part D programs. Structured and thoughtful program planning is a way to ensure that Part D programs not only meet Federal and State requirements but also produce the best outcomes for children and youth. The activities in these ND Community sessions provided the opportunity for coordinators to analyze their current Part D programs and begin thinking about how they want their programs to operate moving forward as they prepare to create the State Plan for Part D.

Strand 2: Promoting Change

Plenary Session: Driving Change by Promoting the Implementation of Effective Strategies

Bi Vuong, Strategic Data Fellow, School District of Philadelphia; Jamie Miller, Coordinator, School Improvement Services, Northwest Tri-County Intermediate Unit; Heather Griller Clark, Principal Research Specialist, Mary Lou Fulton Institute and Graduate School of Education, Arizona State University; and Jacki Harasym, Title I, Part D, Coordinator, North Dakota Department of Public Instruction

Strand 2 focused on promoting change and addressed the use of program data at the State level to identify the needs of children and youth served by State and local grantees, determine effective strategies to address these needs, and promote the implementation of these strategies from the State level. This plenary session featured a panel of national experts and seasoned State administrators, who provided concrete examples of how they have used data to drive decisionmaking and encourage changes in practice at the local level from afar.

Breakout Session: Using Data To Identify and Promote the Implementation of Effective Transition Strategies

Dorothy Wodraska, Director of Juvenile Transition, Maricopa County Education Service Agency; Darryl Washington, Title I, Part D, Coordinator, Alabama Department of Education; and Kathleen Skowyra, Associate Director, Models for Change Mental Health/Juvenile Justice Action Network (presented by Nicholas Read, Technical Assistance Liaison, NDTAC)

This session addressed systemic approaches to ensure support for youth transitions with a focus on strategies for addressing the needs of youth during exit and aftercare stages, effective data collection and data sharing practices, and mental health considerations at critical transition points. Following panel presentations, participants worked through an activity that involved developing and promoting a process for tracking youth.

Breakout Session: Using Data To Identify and Promote the Implementation of Effective Curriculum and Instruction Practices

David Houchins, Associate Professor, Georgia State University; Tom O’Rourke, Educational Consultant; Lindy Khan, Academic Administrator, Contra Costa County Office of Education; and William Cohee, Title I, Part D, Coordinator, Maryland Department of Education

This session addressed effective strategies for responding to four common challenges associated with delivering curriculum and instruction in juvenile justice facilities, such as how to differentiate instruction in a self-contained classroom that serves students with drastically different learning needs. Following panelist presentations, participants identified strategies to overcome the problems presented in the scenario activities and brainstorm dissemination techniques that could be used to encourage the use of these strategies by State and local Title I, Part D, subgrantees.

Breakout Session: Using Data To Identify and Promote the Implementation of Effective Programming for Children and Youth Who Are At-Risk

Mindee O’Cummings, Senior Researcher, American Institutes for Research; Kenya Haynes, Title I, Part D, Coordinator, Wyoming Department of Education; and Lili Garfinkel, Coordinator, Juvenile Justice Project, PACER Center

This presentation addressed local education agency (LEA)-based dropout prevention programs, evidence-based practices for parent/guardian involvement, advocacy for high-risk populations, identification of dropouts, and intervention selection. Following panel presentations, participants formed small groups and worked through an activity that involved developing the selection criteria for a competitive grant program to identify a model LEA-based delinquency and recidivism prevention program.

Strand 3: Making Change Proactively

Plenary Session: Making Change Proactively Within Existing Systems

Simon Gonsoulin, Project Director, NDTAC; Kathleen Sande, Title I, Part D, Coordinator, Washington Office of Superintendent of Public Instruction; Michelle Patton, Title I, Part D, Coordinator, Michigan Department of Education; and Lynne Kendal-Wilson, Federal Programs’ Coordinator, State Operated Programs, Virginia Department of Education

This session focused on how making change proactively to existing systems, no matter how big or small, can help make Title I, Part D, programs more efficient and effective. In particular, participants heard several examples of efforts undertaken at the national, State education agency, and State agency levels. The session concluded with an activity where participants shared information regarding systems that are currently experiencing challenges and systems that have overcome other challenges.

Closing Session

Closing Plenary Session and Remarks

David Osher, Vice President, American Institutes for Research and Principal Investigator, NDTAC; and Simon Gonsoulin, Project Director, NDTAC

This presentation focused on the use of collaboration and data to overcome challenges and improve outcomes for children and youth who are neglected, delinquent or at risk.