improving practices within neglect and delinquent systems through effective communication and...
TRANSCRIPT
Improving Practices Within Neglect and Delinquent Systems Through Effective
Communication and Collaboration
2
About NDTAC
Contract between U.S. Department of Education and the American Institutes for Research John McLaughlin
Federal Coordinator, Title I, Part D, Neglected, Delinquent, or At Risk Program
NDTAC’s Mission: Develop a uniform evaluation model
Provide technical assistance
Serve as a facilitator between different organizations, agencies, and interest groups
Join our listserv at: http://www.neglected-delinquent.org/nd/forms/listserv1.asp
3
Simon GonsoulinNDTAC Project Director
American Institutes for Research
Joyce BurrellDirector of Juvenile Justice Programs
American Institutes for Research
Pat FrostState Title I, Part D, Coordinator
Nebraska State Department of Education
Susan LockwoodDirector of Juvenile Justice Education
Indiana Department of Correction
4
Introduction to the Practice Guide
Publication: Addressing the Unmet Educational Needs of Children and Youth in the Juvenile Justice and Child Welfare Systems: Peter Leone and Lois Weinberg
Partnership: Center for Juvenile Justice Reform at Georgetown University (Shay Bilchik)
Goal: Fostering better educational and related outcomes for youth in juvenile justice and child welfare systems: Title I, Part D
5Key Principles in Meeting the Educational Needs of Youth in the Child Welfare and Juvenile Justice
Systems
Quality Education Services are Critical Early Education is Essential Outcomes that Matter are Measured Individually Tailored Support Services for Youth are
Provided Interagency Communication and Collaboration is Vital Change Requires Within-Agency and Cross-Agency
Leadership
6Interagency Communication and Collaboration is Vital
The problem is: Youth in juvenile justice and child welfare systems face
academic difficulties Systems often struggle to address these youth’s challenges
and meet educational needs
There are barriers to communication/collaboration: Philosophical, structural, language and communication, staff
resistance
Interagency communication and collaboration is a continual and evolutionary process: Great work can be done at every stage Agencies will likely need to remind themselves of the
practices and strategies that promote collaboration
7Interagency Communication and Collaboration is Vital
Practice: Engage in Collaborative Decision Making
Strategies: Memoranda of Understanding to Share Information Consolidated/Single Case Management and a “No Wrong
Door” Approach Align Relevant Policies and Corresponding Practices of Child-
Serving Agencies
8
Practice: Share Resources and Expertise
Strategies: Co-location of Staff Share Databases Cross-Agency Training
Interagency Communication and Collaboration is Vital
9
Practice: Target Services to Meet the Needs of Children, Youth, Parents and Caregivers
Strategies: Engage Youth and Family as Key Decision-makers and Assets
in Determining Needed Supports and Services Implement Evidence-Based and Best Practice Programming
that Supports Individual Student’s Success in School and Life
Interagency Communication and Collaboration is Vital
10Benefits of Effective Communication and Collaboration
For Youth and Families: Enhanced access to supports and services Decreased disruption, duplication, and
fragmentation of services Improved reentry/transition outcomes Increased engagement/connectedness to
school and community
11Benefits of Effective Communication and Collaboration
For Systems: Strengthened program sustainability Improved system relationships Increased information sharing Enhanced system coordination Increased system ownership for its
children
12
State and Local Examples
Overview: Reasons for Collaboration Who is Involved Collaboration Strategies Description of Collaborative Activities Barriers, Challenges, and Lessons Learned Outcomes
Interagency Communication and Collaboration in Nebraska:
Meeting the Educational Needs of Youth in Out-of-Home Care
Pat FrostState Title I, Part D, Coordinator
Nebraska State Department of Education
Ad Hoc Committee on the Education of Students in Out of Home Placement
Why the Need: Hawkins-Stafford Act & Improving America’s Education Act – connect Title I, student performance, accountability
1996: Multi-Agency Task Force, co-led by State Senator
2001: Ad Hoc Committee on the Education of Students in Out of Home Placement
2004: Legislation regarding students earning credits Commitment/legislation completed; Need to refocus
the mission of Ad Hoc Committee – assign smaller specific work group projects
Collaboration: Who Is Involved Education Department Stakeholders – Special
Education, Federal Title Programs, Accreditation, School Career Counseling
Partnering Agencies – State Foster Care Review Board and Private Residential Facilities, etc.
Established Committees – Special Education Advisory Committee, etc.
Advisory Committees – Transition, etc. Practitioners – local teachers, principals
Collaboration Strategies Established vision, mission, and goals Gathered data through networking and
surveys Enlisted other established agencies and
foundations for Ad Hoc membership: Ad Hoc Committee: 26 designees Smaller workgroups focused on priority areas
(e.g., transition, state assessments, data, school completion)
Collaborative Activities 2008: Conducted annual needs assessment for
Committee priorities – identified a need for Nebraska “systems” toolkit, using information gained from: Focus groups with stakeholders Topical workgroups – adding a systems workgroup
2009: Supreme Court, HHS, ED, Juvenile Justice representatives attend Utah Collaborative Initiative Summit
Combining the two: Integrate toolkit with initiative Ad Hoc Committee on the Education of Students in Out of
Home Placements & Court Initiative Advisory Develop timeline for collaborative planning and completion
of initiative – partnering4students website
Barriers and Lessons Learned Use of blended funding: foundations, “in kind,”
and ED grants Sustainability: Retirements & MOUs Prioritizing goals and objectives Reaching out to practitioners (e.g., Nebraska
Educators of Students At Risk (NESTAR)) Continuous improvement: professional
development and evaluation Dissemination of information
Works In Progress and Outcomes
Online data/information sharing project State Transition Liaison (Pilot) – Special
Education and Vocational Rehab funds “Training of Trainers” cadre for professional
development, including cross-agency training modules
Partnering conference on transition http://www.partnering4students.org
Source of information for primary systems dealing with juveniles and education
For Additional Information
Templates, bylaws, mission/vision statements, priority areas structure, practitioners samples, etc.
Contact:Pat Frost
State Title I, Part D, Coordinator
(402) 471-2478
Division of Youth Services:Indiana Department of Correction
Susan LockwoodDirector of Juvenile Education
Indiana Department of Correction
Department of Correction needed a formal curriculum program to teach youth post-release coping strategies Due to a settlement with the U.S. Department of Justice
The Governor advocated for the Why Try program
The Why Try program provides simple, hands-on solutions for: Dropout prevention Violence prevention Drug and alcohol prevention Truancy reduction Increasing academic success
Director of Juvenile Education (from Dept. of Correction) Developed a pilot program with Why Try staff,
including staff training and materials Found federal funding for the pilot program
Facility Staff Participated in trainings
Peace Learning Center (another Dept. of Correction program) Attended Why Try training to align programs
Training for all facility staff, including teachers, counselors, etc.
Reinforce the idea that it was a “facility” program and not just a “school” program
Provided follow-up training for all facility staff
Introduced Why Try into 2 new facilities Developed “Train-the-Trainer” option to
develop in-house trainers for new staff at facilities
Department of Correction was looking for a way to provide youth with skills to accept responsibility for their actions and to deal with conflict.
Peace Learning Center provided formal programming about conflict resolution and personal responsibility in public schools in the Indianapolis area.
Department of Correction wanted to incorporate Peace Learning Center programming into the Indianapolis Juvenile Facility School. In 2005, the Peace Learning Center established an
initial budget and contract with the Department of Correction for the Indianapolis Facility.
Blended Funding▪ Title I, Part D, Subpart 1▪ Title II (High Quality Teachers) Formula
Grant from the Indiana Criminal Justice Institute
Cross-Agency Cooperation
Training for all facility staff (including counselors, custody staff, teachers, cafeteria workers, etc.) to support fidelity of implementation Objectives of program (and the Peace Learning Center) Team building exercises Common language/vocabulary for conflict resolution Preparation for transitioning back to the community
Curricula provided to all students at orientation More intensive instruction given to the most needy youth
Blended Funding Involve agency fiscal representatives in initial
meetings to “smooth the way” for contract processes and purchase orders
Ensuring Success Identify a “champion” of the program at each facility
responsible for implementation Collaborate with those who are passionate – Peace
Learning Program Facilitators
Why Try Successful implementation at 3 facilities Projected implementation at all facilities by June
2012 Peace Learning Program
Continued to provide instruction to all students at orientation & give more intensive instruction to identified students
Used on-going data evaluation to determine success
Identified additional funding to provide intensive instruction as needed
Why Try: www.whytry.org/intro Peace Learning Center:
www.peacelearningcenter.org Article:
http://peacelearningcenter.org/Uploads/14/Files/9069peace_learning_program_at_pendleton_juvenile_shows_great_results___indystar.pdf
Contact: Dr. Susan Lockwood, Indiana Department
of Correction, [email protected]