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

2. Introductory Remarks Simon Gonsoulin Director, NDTAC

3. 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. 4 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

5. 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

6. 6 CJJR White Paper

7. 7 CJJR Monograph: Principles and Practices 1 2

8. 8 NDTAC Practice Guide: Individually Tailored Academic and Behavioral Supports

9. 9 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

10. 10 Practices and Strategies

11. 11 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

12. 12 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 Legislation a. 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 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 http://www.legis.state.la.us/lss/newWin.asp?doc=321979  Student Records Request Letter http://bit.ly/I9MluY http://bit.ly/I9MluY  Individualized Learning Plan http://bit.ly/JCXckc http://bit.ly/JCXckc

13. 13 Practice 2 Strategies 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.

14. 14 Practice 2 Resources Some facility/program examples exemplifying Practice 2 include:  Balcom Learning Center (Paragould, AR) http://childrenshomes.org/index.php/Contact/Balcom- Learning-Center/ 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 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 mcb75@georgetown.edu. http://cjjr.georgetown.edu/pm/cypm.html

15. 15 Practice 3 Strategies Practice 3: Address Gaps in Academic Skills and Accelerate Learning Strategies: 1.Base instruction on functional and curriculum- based evaluation of student needs. 2.Provide tiered academic intervention programs. 3.Use explicit scaffolded instruction.

16. 16 Practice 3 Resources 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 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 timothy.vivian@us.g4s.com.timothy.vivian@us.g4s.com  Success Academy at the Ghazvini Learning Center (Tallahassee, FL) http://www.glc.leon.k12.fl.us/default.aspxhttp://www.glc.leon.k12.fl.us/default.aspx

17. 17 Practice 4 Strategies Practice 4: Instruct Students in Ways That 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.

18. 18 Practice 4 Resources 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 http://bit.ly/JCXckc  Section of ILP/PLP Where Youth Approves and Commits to Plan (Louisiana) http://bit.ly/JCXckc http://bit.ly/JCXckc  Youth Co-Development and Approval of and Commitment to ILP (Maryland) http://bit.ly/I9MKxz http://bit.ly/I9MKxz

19. 19 Practice 5 Strategies Practice 5: Address Behavioral and Social Needs 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.

20. 20 Practice 5 Resources 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 http://www.pepcleve.org/dtc.aspx  Behavior Management Program (Louisiana) http://bit.ly/ILnoac 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 http://www.neglected- delinquent.org/nd/resources/spotlight/spotlight200601b.asp

21. 21 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

22. Balcom Learning Center- A Faith-Based Organization Promoting Positive Outcomes for our Students Childrens Homes Inc., Paragould, Arkansas

23. 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

24. 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! (C) 2012 Children's Homes Inc

25. Local Schools ASU Social Work Dept. PoliceFire Area Churche s Medical Services Equine Working Together Donors Arkansas Departm ent of Human Services Legal System BLC Family Homes Therapeutic Counseling Counseling (C) 2012 Children's Homes Inc

26. Pygmalion Guidelines Seeks 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 (C) 2012 Children's Homes Inc

27. 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 (C) 2012 Children's Homes Inc

28. Curriculum Arkansas Framework Tech PACE Learning Systems Greene County Tech Apex for Credit Recovery Keystone School Seniors (C) 2012 Children's Homes Inc

29. Typical BLC Schedule Teachi ng Staff 08:0008:3009:0009:3010:0010:3011:0011:3012:0012:3001:0001:3002:0002:3003:00 Remediation Review 5 th Eng. 5 th Read. 6 th Spell. 6 th Read. Remediation Review & Direct Instruction (MWF) Remediation Review & Direct Instruction Grief Therapy (M) Independent Living &New Beginnings Remediation Review 10 th US Hist. 9 th Econ/Ci vics 5 th Math 6 th Math Equine or Vocational Training (T,W) 11 th World Hist. 6 th Scien. 5 th Social Study 5 th Scien. 6 th Social Sci. 9 th Alg.IProcessing and Transitions (TH) 8 th Pre Alg. 7 th Math 11 th Alg II 12 th Alg. III 10 th Geom. Physical Education & Character Counts (F) 9 th Eng. 10 th Eng. 8 th Eng.7 th Eng. 7 th Scien. 8 th Scien. 9 th Phys. Sci. 10 th Bio. 12 th Envir. Scien. 7 th Social Study 8 th Social Study 11 th Eng. Individual Counseling (C) 2012 Children's Homes Inc

30. Weekly Activities Good Grief Group New Beginnings Group Equine Vocational Training Process Group Physical Education & Independent Living (C) 2012 Children's Homes Inc

31. Equine Assisted Learning (C) 2012 Children's Homes Inc

32. Pathfinders (C) 2012 Children's Homes Inc

33. Vocational Training (C) 2012 Children's Homes Inc

34. Family Homes (C) 2012 Children's Homes Inc  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.

35. Residential Education  Education  Enrichment  Family-like Setting  Family Preservation  Different from Residential Treatment  Different from Group Homes (C) 2012 Children's Homes Inc

36. Residential Education  Flexibility, Freedom and Choice  Lengths of Stay to Promote Stability and Community Connections  Prevention Focused  Graduate Support/Post-Permanency Services  Cost Effectiveness (C) 2012 Children's Homes Inc

37. Independent Living (C) 2012 Children's Homes Inc

38. DISC: Excellence For Learning Behavior World View Personal Skills (Competencies) Experiences Attitudes and Values Intelligence Emoti onal Intelli gence (C) 2012 Children's Homes Inc

39. Working Together (C) 2012 Children's Homes Inc

40. Character Climb  Four Phases One Result: A Young Person Ready for Transition into Adulthood:  Receiving Phase  Primary Phase  Intermediate Phase  Transitional Living Phase (C) 2012 Children's Homes Inc

41. Goal Attainment Scale Polluted Clothing LIST 3 BEHAVIORIAL EXAMPLES Camou- flage Window Shopping Dressing Room Fitting Wearing New Clothing Wearing New Clothing Because You Want To LIST 3 BEHAVIORIAL EXAMPLES FOOLISHNESS WISDOM (C) 2012 Children's Homes Inc

42. BLC Student Improvement 2011-12 (C) 2012 Children's Homes Inc

43. Conclusion The 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

44. Contact Paul Schandevel Director of Family Services Mailing AddressChildren’s Homes Inc. 5515 Walcott Road Paragould, AR 72450 Telephone870.239.4031 Emailpauls@childrenshomes.org Web Sitehttp://www.childrenshomes.org (C) 2012 Children's Homes Inc