The Use of Data and Effective Transition in Providing Individually Tailored Academic and Behavioral Support Services for Youth in the

Juvenile Justice and Child Welfare

Introductory Remarks

Simon GonsoulinDirector, NDTAC

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About NDTAC

Neglected-Delinquent TA Center (NDTAC)

Contract between U.S. Department of Education (ED) and the American Institutes for Research John McLaughlin

Federal Program Manager, 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

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Agenda and Presenters

NDTAC Practice Guide Nicholas Read, NDTAC Technical Assistance Team, AIR

Using Data to Develop Individual Tailored Academic & Behavioral Support Plans in Washington

Kathleen Sande, Institution Education Program Supervisor, Washington Office of Superintendent of Public Instruction

Kristin Schutte, Lead Project Director for Education Advocate Program, Olympic Education Services District 114

Question and Answer Session

NDTAC Practice Guide: Providing Individually Tailored Academic and Behavioral Support Services for Youth in the Child Welfare and Juvenile Justice Systems

Nicholas Read, NDTAC Technical Assistance Team, AIR

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Origins of NDTAC’s Practice Guide

7CJJR Monograph:Principles and Practices

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8NDTAC Practice Guide: Individually Tailored Academic and Behavioral Supports

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Education Across Multiple Settings

1. Community-Based Traditional and Alternative Schools

2. Day Treatment Centers

3. Group Homes

4. Residential Treatment Centers

5. Detention and Correctional Facilities

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Practices and Strategies

11Collect and Use Data To Identify Student Needs and Develop Plans

Strategies:

1. Provide a systematic process for using data to identify, screen, monitor, and make educational decisions

2. Develop and maintain personal learning plans

3. Share information to facilitate students’ success and well being

12Implement Procedures To Ensure Smooth Transitions

Strategies:

1. Include transition activities in student PLPs.

2. Establish formal mechanisms for the exchange of educational data and records.

3. Prioritize and allocate funds for transition supports and programs.

4. Conduct ongoing monitoring and continuous quality improvement of transition efforts.

USING DATA TO DEVELOP INDIVIDUALLY TAILORED ACADEMIC & BEHAVIORAL SUPPORT PLANS IN WASHINGTON STATE

Success Plans for Youth in Transition in the Juvenile Justice and Child Welfare Systems

Washington State Title 1 Neglected-Delinquent (Title I D) Program

Subpart 1 Title I D funding provides academic improvement inside state long-term facilities

Subpart 2 Title I D funding provides transition and dropout interventions inside & outside local short-term detention centers

October 2006 annual count (554) generated $885,000

Method of counting corrected October 2007 annual count (2834) generated

$3.4 million

Utilizing Data to Change Business Practices

2007 DATA

Total Youth Population ages 5-17 1.14 million

Youth Population in Detention 27,408

Dropout rates: 9th grade 3.71% 10th grade 4.36% 11th grade 6.19%

Washington State Education Advocate (EA) Program

Vision: Increase Title I D services, addressing the needs of both incarcerated and at-risk youth.

Result: Provided youth across WA with Education Advocates, utilizing the 9 Educational Service Districts, one in each region of the state.

Education Advocates coordinate with detention staff to work with youth releasing from local detention centers as well as youth in middle and high schools at risk of dropping out or entering juvenile justice system.

Whatcom Detention (Bellingham)

Lewis County Detention & Green Hill Academic (Chehalis)

Remann Hall, Project Choice, and Region V Learning Center (Tacoma) EA PROJECT

Oakridge Group Home (Clover Park)

Island County Detention (Coupeville)

Grant County Detention (Ephrata) EA PROJECT

Charles Denny Detention & Northwest Regional Learning Center (Everett) EA PROJECT

Cowlitz County Detention (Kelso) EA PROJECT

Benton-Franklin Justice Center (Kennewick) EA PROJECT

Parke Creek Treatment Center (Kittitas)

Skagit County Detention (Mount Vernon)

Naselle Youth Camp (Naselle-Grays River)

Okanogan County Detention (Okanogan) EA PROJECT

Twin Rivers Group Home (Richland)

Mason County Detention (Shelton)

Grays Harbor Detention (Aberdeen) EA PROJECT

Kitsap County Detention (South Kitsap)EA PROJECT

Thurston County - Tumwater West (Tumwater) EA PROJECT

Clark County Detention (Vancouver) EA PROJECT

Walla Walla County Detention (Walla Walla) EA PROJECT

Yakima County Detention, Region 2 Learning Center, EA PROJECT and Ridgeview Group Home (Yakima)

Martin Hall Detention Center (Medical Lake)

Camp Outlook (North Franklin)

Spokane Juvenile Detention, Structural Alternative Confinement, Healing Lodge, Morning Star, and Excelsior School (Spokane) EA PROJECT

Echo Glen Children’s Center (Issaquah)

Chelan County Detention (Wenatchee)

Canyon View Group Home (Eastmont)Clallam County Detention (Port Angeles) EA PROJECT King County Detention and

Interagency School (Seattle) EA PROJECT

Woodinville Treatment (Northshore)

Griffin Home (Renton)

Maple Lane Detention (Rochester)

Washington State Detention Centers, Juvenile Facilities&

Education Advocate Sites

Education Advocates in Middle and High Schools Targeting At-Risk Youth

Transition Services for Youth coming out of long-term JRA

facilities Youth coming out of short-term detention

Intervention services for middle/high school students

Transition/Intervention Wrap-around Services in alternative schools

SERVICES:

3-Tiered Case Management

Strength-based assessment

Risk/protective factor screening

Alcohol, drug screening

Mental health screening

Referrals to community services

Attendance/grade monitoring

Tutoring

GED testing

Career coaching

Academic Testing

Mentoring

State- Level Office of Superintendent of Public Instruction (OSPI) Data Services

The Comprehensive Education Data and Research System (CEDARS) A longitudinal data warehouse of

educational data Student data includes demographics,

enrollment information, schedules, grades, and program participation

Early Warning Information System (EWIS) Data is used to identify those at greatest

risk and in need of service

The Value and Use of Data

Data is helpful in guiding the Education Advocate to: Making decisions Providing tailored individualized support in

helping youth succeed Navigate multiple systems Confront in a caring way about areas of

concern Celebrate achievement (small steps)

Using Data to Identify & Prioritize Services

Re-entry School information

current status and risk of failing

Criminal history & risk of offending

Soft Skills – social, work, peer relationships and communication

History of behavioral health concerns/issues

Living arrangements

MS/HS Persistent low grades Failing grades in one or

more classes Falling behind in course

work Being held back one

grade level Lack of educational

engagement Health risk

Individualized Student Needs Assessment (intake)

Standard Intake form includes questions about Demographics School/Education History History of Juvenile Justice Involvement Community Resources/Linkages needs Personal History (MH, abuse, peer involvement,

sexual history, extracurricular activities) AOD History (those qualified screen)

GAIN-SS screening tool Strength-based questionnaire

Student/Youth Success Plans(manual referred to as re-entry plan)

School Specific Goal(s)Behavior Improvements Attendance Self management Peer relationships Study skillsAcademic Improvement Reading, Writing, Math,

Science & Health/ Fitness Assistance with GED prep/GED test College Enrollment

Vocational Specific Goal(s):

Behavior Improvement Attendance Self management Conflict

management/relationshipsJob placement assistance Vocational program Link to WorkSource/Job

Corp Resume, Interview skills,

Career planning/Job SearchLife Skills Banking/Finances Parenting Skills Housing

Student/Youth Success Plans(manual referred to as re-entry plan)

Plan of Action for:

(Write in goal) Identify steps to assist youth to achieve

identified goalStep 1:Step 2:

Step 3: Community Resource Referral

Referral made to: Appointment scheduled for:Attended Completed

Comments From EAs in the field

“I routinely check their grades and meet with them individually to discuss their progress or lack of and we brainstorm ways for them to make improvements”.

“What I try to do is celebrate each and every small success I see along the way. Sometimes I have to look hard to see any real change but I celebrate anything I can find no matter how small it seems”.

One “young man is currently working in a service department at Sears doing some customer service (he is a natural) but mostly he uses the training he received to install and repair products that Sears sells”. I used a reading and math testing tool (WRAT4) to monitor student achievement. Over the two years of serving this student he “showed a steady upward...” “The data mirrored the academic progression… The way he viewed himself and how others viewed him in the community shifted…” it was positive image of how his life would turn out and a smile for everyone”.

Case-management - Ongoing Monitoring

Enrolled in/returned to school

Academic grade-level improvements in reading and math

Obtained high school diploma

Earned high school credit

Enrolled in a GED program

Obtained GED

 

Accepted & enrolled into a post-secondary school

Enrolled in job training courses

Obtain employment Other (e.g. soft skills

training, assistance with resume and job searches, WIA services)

School Related Post Secondary & Job/Vocational

Academic Outcomes

GED & Vocational Outcomes

Resources

Education Advocate Manual – http://k12.wa.us/InstitutionalEd/WashingtonsEducationAdvocate.aspx

Dropout Early Warning Systems Guide http://www.k12.wa.us/GATE/BuildingBridges/pubdocs/DEWISGuide-Final.pdf

Research Review School-based Health Interviews and Academic Achievement www.HealthySchoolsWA.org

Information Sharing http://www.k12.wa.us/SafetyCenter/Gangs/pubdocs/KingCoResourceGuideInformationSharing.pdf

Contact Information

Title I D Education Advocate Program

Kathleen Sande, WA OSPI Institution Education

Program Supervisor. 360.725.6046 kathleen.sande@k12.wa.us

Kristin Schutte, WA Olympic Educational Services District 114, Director of Student Services (Lead Project Director for Education Advocate Program). 360.405.5833 schuttek@oesd.wednet.edu