2014 NDTAC National Conference

2014 NDTAC National Conference

  TIPD GPS: Using a State TIPD Logic Model as a Road Map to Improved
  Youth Outcomes

  Washington, DC | July 21-23, 2014

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Overview & Conference Presentations

At the 2014 NDTAC National Conference—“Title I, Part D GPS: Using a State Title I, Part D Logic Model as a Road Map to Improved Youth Outcomes—State Title I, Part D coordinators; experts in the field; and staff from the U.S. Department of Education (ED) and NDTAC explored Federal and State topics related to effective program administration and implementation and other issues that impact education for youth who are neglected, delinquent, or at risk. In support of improved outcomes for children and youth who are neglected or delinquent, participants at the conference shared and discussed the steps that can be taken to help administrators of non-secure and secure settings implement essential components of effective educational programs and heighten conditions for learning.

Access conference presentations, handouts, and activities by clicking on the sessions below:

New Coordinators Meeting

This session served as an informal orientation to ED and NDTAC staff and resources for new Title I, Part D State coordinators.

John McLaughlin, Federal Program Manager, Title I, Part D U.S. Department of Education (ED)
David Osher, NDTAC Principal Investigator
Simon Gonsoulin, NDTAC Project Director
Stephanie Lampron, NDTAC Deputy Project Director
Lauren Amos, NDTAC TA Liaison
Victoria Rankin, NDTAC TA Liaison
Liann Seiter, NDTAC TA Liaison

Title I, Part D Basics Session

This session served as an introduction to the roles and responsibilities of new coordinators and as a refresher for seasoned coordinators in the areas of (1) planning and funding, (2) monitoring and compliance, and (3) reporting and evaluation. Participants learned about the U.S. Department of Education (ED) and NDTAC resources available to support them in each of these areas. Time for Q& A was provided at the end of each subsection. Seasoned coordinators also shared their experiences during this period.

Planning and Funding Basics

Lauren Amos, NDTAC TA Liaison and Liann Seiter, NDTAC TA Liaison

Monitoring and Compliance Basics

Victoria Rankin, NDTAC TA Liaison, Greta Colombi, NDTAC Supportive School Discipline Community Facilitator, & Chandra Martin, Arkansas Department of Education

Reporting and Evaluation Basics

Dory Seidel, Jenna Tweedie, NDTAC Data Team Members, and Karen Neilson, California Department of Education

Keynote Session: Teaching With Technology in Juvenile Justice Facilities

Frank Martin, Education Administrator, Oregon Youth Authority
Sam Ko, Subpart 1, Title I, N&D Grant Recipient, Oregon Department of Education
Brent Workley, Principal at Three Rivers School District
Russ Sweet, Title I, Part D Coordinator, Oregon 

Oregon is paving the way for the use of education- and vocation-focused technology in the State’s juvenile justice facilities. Taking advantage of a world of online and other digital content while maintaining facility safety and security, teachers and students now have greater access to curricula, training material, and practical applications. This keynote featured representatives from Oregon’s Department of Education and Youth Authority, as well as a justice facility school principal. They discussed their unique collaboration, the resulting educational and vocational offerings, challenges and triumphs along the way, and how technology is helping to ensure smooth transitions and postexit success for young people returning to the community.

Related Resources

Introduction to the State TIPD Logic Model Template

Simon Gonsoulin, NDTAC Project Director  
Stephanie Lampron,
 NDTAC Deputy Director

Logic models can serve as a useful roadmap and tool for program development, management and evaluation at a variety of levels.  Drawing on the recent Federal Title I, Part D logic model, Stephanie Lampron discussed recent initiatives related to logic models and leading indicators. Coordinators were introduced to a State TIPD logic model template that was used to guide discussions throughout the conference. This session highlighted the ways that logic models can be used to conceptualize and communicate States’ Part D programs and reinforce funding decisions.

Related Resources

Plenary Session I: The Education of Children and Youth Served by Neglect and At-Risk Programs

Liann Seiter, NDTAC TA Liaison 
Kathleen McNaught, American Bar Association 

During Plenary Session I, Kathleen McNaught from the American Bar Association provided an overview of child welfare, enumerated the barriers to educational achievement that neglected youth face, and highlighted examples of programming that helps meet the needs of these youth. Liann Seiter shared information about the administrative aspects of serving youth who are neglected and at risk. She discussed the differences between Title I, Part D and Title I, Part A funding as it relates to serving youth who are neglected and shared information from States about what is being done through Title I, Part D to serve youth who are neglected and at risk.

Related Resources

Breakout Session I: Serving the Needs of Children and Youth in Neglect and At-Risk Programs

    In these breakout sessions, conference participants discussed ways that State Education Agencies can facilitate educational services for youth in neglect settings, or for those who may cross between the juvenile justice and child welfare systems. Participants used a State Title I, Part D logic model template and The Beginning with the End in Mind logic model development guide, which drew from the Blueprint for Change: Education Success for Children in Foster Care.The tools and discussion were used to (1) self-assess gaps in current Part D administrative processes and technical assistance (TA) activities; and consequently (2) identify potential logic model activities, outputs, and outcomes that are associated with specific long-term goals for youth in neglect and at-risk settings. Breakouts were provided in the context of 1) State Agency Level neglect programs; 2) Local Education Agency Level neglect and at-risk programs; and 3) States that do not use Part D funding for neglect to explore the needs of  youth who crossover. 

    • Breakout 1A: Serving the Needs of Children and Youth in Neglect Programs at the State Agency Level
    • Breakout 1B: Serving the Needs of Children and Youth in Neglect and At-Risk Programs at the Local Education Agency Level
    • Breakout 1C: Serving the Needs of Crossover Children and Youth (Non-Neglect States)

    Related Handouts

    Plenary Session II: The Education of Children and Youth Who Are Justice-Involved

    Simon Gonsoulin, NDTAC Project Director
    Lauren Amos, NDTAC TA Liaison
    Joe Gagnon, Associate Professor of Special Education, University of Florida
    Joyce Burrell, Director, National Girls’ Institute

    Plenary Session II addressed the unique academic needs of justice-involved youth who are members of special populations: racial and ethnic minorities, limited English proficient students, students with disabilities, and girls and youth of transition age. Panel speakers (in order of presentation) NDTAC State Liaison Lauren Amos, University of Florida Associate Professor of Special Education Joe Gagnon, National Girls’ Institute Project Director Joyce Burrell, and NDTAC Project Director Simon Gonsoulin discussed (1) culturally and linguistically competent instruction, (2) effective instructional (math and reading) and behavioral supports for students with learning disabilities and emotional/behavioral disorders, (3) gender-specific programming, and (4) supporting the developmental and mental health challenges faced by young adults of transition age. 

    Related Resources

    Breakout Session II:  Education for Children and Youth Who Are Justice-Involved

    During these breakout sessions, conference participants discussed ways that SEAs could facilitate the implementation of the practices shared by panelists in Title I, Part D facilities. A State Title I, Part D logic model template and a Beginning With the End in Mind logic model development guide were created based on the overarching characteristics of high-quality educational services in long-term secure-care facilities developed and announced by ED and the Department of Justice (DOJ) in a joint letter signed by Secretary of Education Arne Duncan and Attorney General Eric Holder on June 9, 2014. Participants used these to (1) self-assess gaps in current Part D administrative processes and technical assistance activities and (2) identify potential logic model activities, outputs, and outcomes associated with specific long-term goals.

    • Breakout 2A: Subpart 1 only-funded States
    • Breakout 2B: Subpart 1 and 2-funded States with low resources and small populations
    • Breakout 2C: Subpart 1 and 2-funded States with greater resources and large populations

    Related Handouts

    Title I, Part D Data Workshops

    These workshops focused on the Title I, Part D data collection and the Civil Rights Data Collection (CRDC) through the Office of Civil Rights and gave participants the opportunity to engage in peer-to-peer discussions and hands-on activities to think further about how to use data to address the specific needs of their States.

    Title I, Part D Workshops: Consolidated State Performance Report (CSPR) Collection and Data Quality

    Dory Seidel, NDTAC Data Team
    Jenna Tweedie, NDTAC Data Team

    In the first part of this session, NDTAC data team members provided an overview of the Part D data from SY 2012–13. Participants also learned about data quality from the most recent CSPR collection. NDTAC staff also reviewed the upcoming clarifications and modifications to the CSPR for SYs 2013–14 and 2014–15 and introduced NDTAC’s new CSPR Collection Tool.    

    TIPD Data Workshop: Civil Rights Obligations to Students Served by Juvenile Justice Facilities

    Lauren Amos, NDTAC TA Liaison
    Seth Galanter , Office of Civil Rights (OCR), ED
    Rebecca Fitch, Office of Civil Rights (OCR), ED
    Shelly Jackson, Department of Justice (DOJ)
    David Osher, NDTAC Principal Investigator

    This session featured ED’s Office of Civil Rights (OCR) personnel Seth Galanter and Rebecca Fitch, and Shelly Jackson of DOJ discussing how SEAs can ensure Title I, Part D subgrantee compliance with civil rights laws. The presenters briefly introduced OCR and described the laws that the office enforces, reviewed a proposed guidance letter from OCR to SEAs regarding juvenile justice facilities, and described scenarios in which OCR might find a facility in violation of civil rights laws.  

    TIPD Data Workshop: Your Data in Action: Using the OCR Data To Support TIPD Subgrantee Monitoring and Program Evaluation

    Lauren Amos, NDTAC TA Liaison  
    Liann Seiter, NDTAC TA Liaison
    Rebecca Fitch, Office of Civil Rights (OCR)

    This hands-on workshop offered participants the opportunity to learn how OCR’s Civil Rights Data Collection (CRDC) can help answer questions about the performance of Title I, Part D subgrantees in three key areas that cannot be answered with CSPR data: teacher quality, course-taking patterns, and discipline disparities. In small groups, participants used curated data from the CRDC online tools to explore academic access and opportunity for students served by Title I, Part D subgrantees. A whole-group discussion about how participants could use the CRDC to support State-level administrative and technical assistance activities concluded the session.

    Related Handouts

    Federal Updates, Q&A With ED and Federal Partners

    The federal panel and Q&A focused on federal initiatives and agency collaborations related to supportive school discipline, correctional education, special education and juvenile reentry.

    John McLaughlin, Title I, Part D Program Manager, Office of Elementary and Secondary Education, ED
    John Linton, Office of Career, Technical and Adult Education, ED 
    Al Jones, Office of Special Education Programs, ED  
    Curtis Kinnard, Office of Special Education Programs, ED
    Kellie Dressler-Blue, Office of Juvenile Justice and Delinquency Prevention, DOJ

    Related Resources