Title I, Part D and the Common Core Simon Gonsoulin

2 Purpose of Title I, Part D  Ensure youth who are neglected or delinquent have the opportunity to meet the same challenging State academic standards that all children are expected to meet  Improve educational services for children and youth who are neglected, delinquent, or at risk of involvement with the juvenile justice system  Provide children and youth who are neglected or delinquent with the services needed to make a successful transition from institutions to schools and/or employment  Prevent youth who are at risk of academic failure from dropping out of school  Provide children and youth who have dropped out of school, or who are returning to school after residing in an institution, with a support system to ensure their continued education

3 Youth Characteristics Neglected  Over 700,000 youth are maltreated or at risk of maltreatment  450,000 children and youth were in foster care system in the U.S.  23-47% of these children and youth have received special education services Delinquent  2.18 million youth are arrested in the U.S. every year  Over 90,000 youth are detained on any given day  34% of youth in juvenile corrections have a diagnosable educational disability A disproportionate number of these youth have not acquired academic skills

4 Youth Academic Outcomes Neglected  Higher rates of grade retention; lower scores on standardized tests; and higher absenteeism, tardiness, truancy, and dropout rates  Numerous changes in placement  “Fall through the cracks” as lines of responsibility and accountability for their educational outcomes are unclear  Often lack a consistent and knowledgeable adult advocate Delinquent  Reading and math skills are four years below age equivalent peers  High rates of suspension, retention in grade, and expulsion from school prior to and following placement  Extremely high mobility  Attending multiple schools, sometimes in multiple districts Poor academic outcomes contributes to higher than average rates of homelessness, criminality, drug abuse, & unemployment

5 Implications of the Common Core State Standards Can the use of the common core state standards provide the following for youth who are involved in systems?  Common measure/yardstick to determine educational achievement/outcomes  “Level the playing field” for youth who enter and exit schools multiple times  Consistent content for instruction across traditional, special and correctional educational settings  Standardized curriculum scope and sequence for instruction  Standardized expectations for all learners regardless of behaviors (e.g., delinquency, mental health)