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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