Neglected & Delinquent Support and Transition from Residential Placement 2015 ESEA Directors Institute August 27, 2015

Liz Roper Neglected & Delinquent Director In Collaboration with: Dr. Amy Fielder Neglected & Delinquent Supervisor Bartlett City Schools Consolidated Planning & Monitoring

Who are neglected & delinquent students? Children and youth: Removed from the home by parents or the courts Having issues with abandonment, neglect, or delinquency With frequent DCS and court involvement

Final LEA Title I N & D Funding Tennessee N & D Program FY16 Funds $1,980,280 Title I, Part A Funds $769,605 Title I, Part D Subpart 2 Funds –Neglected children & youth identified in 27 school districts –Delinquent children & youth identified in 18 school districts –Shelby, Bartlett, and Sevier serve their N&D population –TACF serves the other LEAs through contract with TDOE

Where are the students placed? Residential treatment facilities –behavior, alcohol & drug, sex offenders Orphanages Psychiatric hospitals Juvenile detention centers Prison

How is progress reviewed? DCS contracts with some of the private schools –credits transfer for categories 1-3 schools Regular treatment team meetings Discharge planning

What supports do the children need? Educational Services Typically behind in school May have an IEP Credit recovery School support/dropout prevention Social Emotional Services Student/family counseling Social skills/self management Support to prevent future delinquency

What supports do the children need? Other Needs Home stability (placement, supervision, clothing, food, medical/dental, transportation) Independent living skills (reading bus schedules, budgets, setting up apartment) Postsecondary training- completing school or job applications, resumes, interviewing, financial aid packets, etc. Transition services to continue school, enter post secondary, get a job

Transition From Treatment Facilities

Shelby County Schools Transition Advisement Provide short term, intense case management services to transitional students Develop individualized service/transition plans addressing the student’s transition needs prior to re-entry Work with agencies of more restrictive care to facilitate smooth positive re-entry into the school system Meet with student prior to (when possible) and during the re- entry in accordance to the needs of the student Provide initial meetings with school staff and parents prior to re-entry in accordance with the needs of the student Monitor student progress to ensure effective transition

Seamless Transition to Public School Rectify student records Check for IEP needs (dates, modifications) Transition Planning Notify receiving school prior to student arrival Schedule meeting(s) for information sharing Assist with student registration Follow up with student, school staff, and family to address any additional concerns

Bartlett City Schools N & D Programs Institution Grades Served Number of Students MalesFemalesAsianBlackWhiteHispanicNot Stated Students w/IEPs LakesideK-12 1, % % % % % % % % Varangon Academy % 0 0% 1 1% 65 72% 21 23% 3 3% 0 0% 35 39% Youth Villages % % 1 0.2% % % % 0 0% % Totals 1, % % % % % % % % 

Bartlett City Schools N & D Transition Staff –Amy Fielder, N & D Supervisor –Principals and key personnel at institutions Zondra Vasser, Youth Villages Transition Services & Support –Relationships, relationships, relationships!

Questions Feedback TASL Credit Keyword

Questions?

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TASL Credit In order to receive 14 TASL credits for the 2015 ESEA Directors Institute, the participant must attend two full days, August 26 – 27. –Partial credit cannot be earned. –Use the form provided at the back of the agenda to collect keywords throughout the conference. –After the conference, go online to and enter your information. You will not receive credit if you do not complete the online form by September 4, 2015.

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