Overcoming Common Challenges: Tips on Engaging Families at Juvenile Justice Facility Schools

Introductory Remarks Marlene Darwin, NDTAC

3 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

4 Agenda and Presenters A Family Guide to Getting Involved With Correctional Education  Trina Osher, President, Huff Osher Consulting, Inc. Translating Family Engagement Tips into Successful Practice  Brenda Johnson, Transition Coordinator, Stadium View School  Lia Venchi, Teacher/Literacy Specialist, Stadium View School Question and Answer Session

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A Family Guide to Getting Involved With Correctional Education Trina Osher, M.A. President, Huff Osher Consulting, Inc.

7 Family Involvement Matters!  “The evidence is consistent, positive, and convincing: families have a major influence on their children’s achievement in school and through life.” (Henderson, A.T., & Mapp, K.L. (2002). A new wave of evidence: The impact of school, family, and community connections on student achievement. Austin, TX: National Center for Family & Community Connections with Schools, Southwest Educational Development Laboratory, 7).  Getting involved with correctional education can be challenging for many families.  Encouraging families to get involved can be challenging for facility and program staff.

8 NDTAC Has Tools to Help!  Working With Families of Children in the Juvenile Justice and Corrections Systems: A Guide for Education Program Leaders, Principals, and Building Administrators Working With Families of Children in the Juvenile Justice and Corrections Systems: A Guide for Education Program Leaders, Principals, and Building Administrators Strategies staff at correctional education facilities and programs can use to increase family involvement Three-tier model for organizing efforts to engage families  Facility Toolkit for Engaging Families in Their Child's Education at a Juvenile Justice Facility Facility Toolkit for Engaging Families in Their Child's Education at a Juvenile Justice Facility Tools for families Tools for facility staff  Family Guide to Getting Involved in Your Child's Education at a Juvenile Justice Facility Family Guide to Getting Involved in Your Child's Education at a Juvenile Justice Facility Practical strategies for common situations

9 Three-Tier Model to Engage Families 9 Special efforts for a few families Intensive: 3rd Tier Additional supports to boost some families Additional supports to boost some families Selective: 2nd Tier Opportunities afforded to all families Opportunities afforded to all families Universal: 1st Tier

10 Facility Toolkit The Facility Toolkit includes:  Information for facilities and stakeholders about how to use the Family Guide  Customizable tools that can be used to help promote family participation in a student’s education Tools 1–5, including a Family Guide, sample letters, a tip sheet, and a questionnaire, are intended for distribution to students’ families. Tools 6–8, including a facility tip sheet and planning tool, are intended for use by facility staff.

11 All tools are customizable  Facility and program staff are encouraged to customize the Family Guide for their setting.  Some items in the Tool Kit are templates that can be modified.  Facility staff should review tool kit materials for families carefully.  Discuss materials with some family members of currently enrolled or recently graduated students.  Partner with families to adapt materials to accurately reflect the policies and practices of their school, program, or facility.

12 Family Guide  The Family Guide should be shared with parents and family members as soon as their child is enrolled in the program. It includes practical strategies families can use to: Build a relationship with their child’s correctional education program Keep their son or daughter on track for completing school and becoming a successful young adult

13 Family Guide The Family Guide includes information for families about:  Getting off to a good start  Ensuring that their child is making academic progress  Preparing for their child’s return home  Connecting with other families  Taking action when things are not going well  Advocating for better programming, family involvement, and support  Staying connected to the correctional education program

Brenda Johnson, Transition Coordinator, Stadium View School Lia Venchi, Teacher/Literacy Specialist, Stadium View School

 Short term facility  Mostly students of color, predominantly Black  Students detained on serious charges  12 staff: 8 teachers, a transition specialist, a principal and a life skills coach  Serve also students in the adult facility  Nationally accredited

 Sunday visitation  “Meet and Greet” with community partners  Classroom “Meet and Greet” with follow-up phone call home  Parent Council monthly meetings  Calendar

 Transition Specialist as point person  Student referral  Lobby display  Facility supervisors  Community partners

 Community Showcase (celebrate student success)  Court support  Freedom School Showcase  Evening student debates  IEP meetings  Parent Council meetings

 Facilitate transportation, childcare stipends, meeting dinners  Home visits  Connect and facilitate community to support student and family  Build trust through relationships

 Each interaction with a student and family member is with the highest level of respect and sincerity  Respect and care are foundation of student/staff interaction  Staff are required to provide educational and social-emotional support  No judgment

 Staff regularly reflects on our commitment to our vision and mission  Student Support Team meets weekly to discuss students’ academic and social-emotional well being  Staff has on-going communication training  Transition Specialist as point person

 IEP meetings include teachers, support staff, student and family members  Letters and phone calls announce events and meetings  15 day academic report

 Juvenile justice, community and school systems work together  Freedom School, debates, visiting authors and guests  Work to support engagement between community partners and families  When appropriate, include parents and JDC staff in professional development (we learn together)

 Weekly Student Support Team meetings  Staff attend IEP meetings  Over 100 hours each year of professional development  Staff, student surveys, observations  Community partners as critical friends  Pacer Center/Governor’s Council on Developmental Disabilities

Brenda Johnson, Transition Specialist Work: Cell: Larry Lucio, Principal Work: Lia Venchi, Teacher Cell: