Transcript Document
Collaborative Practices: Transition Toolkit 2.0 –
Meeting the Educational Needs of Youth Exposed
to the Juvenile Justice System
Simon Gonsoulin
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
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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
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Collaboration is…
Two or more entities working together
toward a shared goal of effectively
and efficiently implementing
programs.
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The Importance of Collaborative
Practices
“The success of children and youth
who are neglected, delinquent, or atrisk relies on effective systems.”
(Leone, Quinn, and Osher, 2002)
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The Importance of Collaborative
Practices
“Collaboration is a prerequisite to the
sustainability of interagency
programs.”
(Perkins, 2002)
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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)
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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)
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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)
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Stages of Collaboration
Coordination
Share information and resources
Defined roles
Frequent communication
Some shared decision-making
Adapted from Frey (2006) and Houge (1993)
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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)
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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)
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Levels of Collaboration Survey
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(Frey, 2006)
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
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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
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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)
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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.
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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
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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
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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
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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)
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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
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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
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Contact Information
NDTAC
Simon Gonsoulin, Director
202-403-5653
[email protected]
www.neglected-delinquent.org
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