Tailoring Academic and Behavioral Support Services for Youth: Introducing the NDTAC Practice Guide and Learning About Multiple Education Settings.

Tailoring Academic and Behavioral Support Services for Youth: Introducing the NDTAC Practice Guide and Learning About Multiple

Education Settings

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

Balcom Paul Schandevel, Director of Family Services, Children's Homes

Inc.

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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CJJR White Paper

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

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Practice 1 Strategies

Practice 1: Collect 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

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Practice 1 Resources

A few resource examples from Louisiana related to Practice 1 include:State Statute for Student Records Transfer

http://legis.la.gov/lss/lss.asp?doc=79759 Information Sharing Legislationa. Act 1225 of the 2003 Louisiana Legislative Regular Session (pages 10–13, chapter 14). Interagency Agreements for Information Sharing Concerning Juveniles http://www.legis.state.la.us/leg_docs/03RS/CVT10/OUT/0000KTKP.pdf b. Article 543 of Louisiana’s Children’s Cabinet, Interagency information sharing; interagency agreements http://www.legis.state.la.us/lss/newWin.asp?doc=321979 Student Records Request Letterhttp://bit.ly/I9MluYIndividualized Learning Planhttp://bit.ly/JCXckc

http://legis.la.gov/lss/lss.asp?doc=79759

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Practice 2: Implement 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.

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Some facility/program examples exemplifying Practice 2 include: Balcom Learning Center (Paragould, AR) http://childrenshomes.org/index.php/Contact/Balcom- Learning-Center/ The Education Transition Center, Harris County Juvenile Probation Department (Houston, TX) http://www.co.harris.tx.us/hcjpd/default.asp Los Angeles Crossover Youth Practice Model Site (California) http://cjjr.georgetown.edu/pm/cypm.html *For more information on this and other CYPM sites, contact Macon Stewart at the Center for Juvenile Justice Reform at [email protected].

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Practice 3: Address Gaps in Academic Skills

and Accelerate LearningStrategies:

1. Base instruction on functional and curriculum-based evaluation of student needs.

2. Provide tiered academic intervention programs.

3. Use explicit scaffolded instruction.

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Some programs successful in addressing students’ gaps in academic skills and accelerating learning include:Transition LEARN Center (Cochise, AZ) http://cochise.az.gov/cochise_adult_probation.aspx?id=1620%20&ekmensel=c580fa7b_146_332_1620_4 Hastings Youth Academy (Hastings, FL) *For more information on HYA, please contact principal Anthony Vivian at [email protected].

Success Academy at the Ghazvini Learning Center (Tallahassee, FL) http://www.glc.leon.k12.fl.us/default.aspx

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Practice 4: Instruct Students in WaysThat Engage Them in Learning

Strategies: 1. Personalize the learning environment and

instructional content. 2. Build conditions and opportunities that

demonstrate to students their success.3. Provide engaging, interactive, and hands-on

learning opportunities.4. Engage youth in educational decisionmaking.

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Several examples of jurisdictions’ commitment to engaging students in their education include: Section of ILP/PLP Focused on Academic Accommodations and Modifications (Louisiana)http://bit.ly/JCXckc Section of ILP/PLP Where Youth Approves and Commits to Plan (Louisiana)http://bit.ly/JCXckc Youth Co-Development and Approval of and Commitment to ILP (Maryland) http://bit.ly/I9MKxz

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Practice 5: Address Behavioral and SocialNeeds To Promote Educational Success

Strategies: 1. Manage student behavior with positive rather

than punitive approaches.2. Engage the family to gain greater insight into

youth’s behavioral needs.3. Create a structured learning environment.4. Align behavior management approaches across

settings and domains.

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A few examples of programs effectively addressing behavioral and social needs in order to promote greater academic success include: Positive Education Program’s Day Treatment Centers (Cleveland, OH) http://www.pepcleve.org/dtc.aspx Behavior Management Program (Louisiana)http://bit.ly/ILnoac NDTAC Brief: Positive Behavioral Interventions and Supports in Juvenile Justice Settings http://www.neglected-delinquent.org/nd/resources/spotlight/spotlight200601b.asp

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Incorporating the Guide into Practice

Support strategic planning Design professional development

opportunities Develop program evaluation criteria Develop needs assessment or self-

assessment tools for facilities

Balcom Learning Center- A Faith-Based Organization Promoting Positive Outcomes for our Students

Childrens Homes Inc.,Paragould, Arkansas

Purpose of BLC To provide an alternative learning

environment, where children can work on emotional, behavioral, social and family problems as well as get “caught up” academically in school.

We focus on providing our students with skills and opportunities that promote positive outcomes upon his/her return to the community school.

(C) 2012 Children's Homes Inc

History In 1995, it became

obvious that Children’s Home, Inc. (CHI) needed an on-campus alternative learning environment (ALE)

CHI partnered with Greene County Tech in 1996 serving six students.

Today, we serve twenty-four students in grades five through twelve!



Pygmalion GuidelinesSeeks to Address Alternative Learning Environments Nontraditional/flexible instruction methods Needs of at-risk students

Neglected/Physical/Sexual abuse Disruptive behavior Attention Deficit Disorder Truant, Suspended, Expelled from School Youth in trouble with the law


Pygmalion Guidelines Appropriate Staffing Training for Staff Student Admission Resources Designed to meet Individual

Needs Record Keeping and Information Sharing Collaboration with Other Agencies Exit Criteria


Curriculum


Typical BLC Schedule


Weekly Activities


Equine Assisted Learning


Pathfinders


Vocational Training


Family Homes


Each Family Home is led by a married couple.

Youth are taught how to live in and trust in a family setting.

Six youth ages 5 though 11 or 10 and older are placed in each home.

Residential Education Education Enrichment Family-like Setting Family Preservation Different from Residential Treatment Different from Group Homes


Residential Education Flexibility, Freedom and Choice Lengths of Stay to Promote Stability and

Community Connections Prevention Focused Graduate Support/Post-Permanency Services Cost Effectiveness


Independent Living


DISC: Excellence For Learning


Working Together


Character Climb Four Phases One Result: A Young Person

Ready for Transition into Adulthood: Receiving Phase Primary Phase Intermediate Phase Transitional Living Phase


Goal Attainment Scale

FOOLISHNESS WISDOM


BLC Student Improvement 2011-12


ConclusionThe Balcom Learning Center is a faith-based agency that relies on donors, volunteers, professional staff, the community of Northeast

Arkansas, Special Programs at Greene County Tech, Crowley’s

Ridge Academy, and the State and Federal Departments of Education;

and of course the youth! (C) 2012 Children's Homes Inc

ContactPaul Schandevel

Director of Family Services

Mailing Address Children’s Homes Inc.5515 Walcott Road Paragould, AR 72450

Telephone 870.239.4031

Email [email protected]

Web Site http://www.childrenshomes.org(C) 2012 Children's Homes Inc

Tailoring Academic and Behavioral Support Services for Youth: Introducing the NDTAC Practice Guide and Learning About Multiple Education Settings.

Documents

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