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Inter-agency Collaboration: An Innovative Transition Practice

Inter-agency Collaboration: An Innovative Transition Practice. Introductory Remarks Simon Gonsoulin, Director, NDTAC. About NDTAC. Neglected-Delinquent TA Center (NDTAC) Contract between U.S. Department of Education and the American Institutes for Research

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Inter-agency Collaboration: An Innovative Transition Practice

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  1. Inter-agency Collaboration: An Innovative Transition Practice

  2. Introductory RemarksSimon Gonsoulin, Director, NDTAC

  3. About NDTAC • Neglected-Delinquent TA Center (NDTAC) • Contract between U.S. Department of Education 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. Webinar Agenda Introduction (Leslie Brock, NDTAC) (10 minutes) North Carolina Department of Juvenile Justice and Delinquency Prevention Transition Model (Jane D. Young, Ph.D., Superintendent of Schools, NC Department of Juvenile Justice & Delinquency Prevention) (20 minutes) Transitions: Serving Adjudicated Youth in Public Education (Tim Canter, Community Transition Specialist, Springfield Public Schools, OR) (20 minutes) Open Q & A (20 minutes)

  5. Introduction to Collaboration in Transition Leslie Brock

  6. EDJJ Definition of Transition “A coordinated set of activities for the youth, designed with an outcome-oriented process, which promotes successful movement from the community to a correctional program setting, and from a correctional program setting to post-incarceration activities” ---Heather Griller-Clark (2006)

  7. Characteristics of Effective Transition Systems Coordinated service offerings A transition coordinator or specialist Transition plans created at first contact High levels of youth and family involvement Culturally sensitive practices High levels of agency involvement

  8. Characteristics of Effective Transition Systems • Strong court involvement • Agencies and schools work together • Knowledgeable and well-trained staff • Sufficient funding • Well-designed tracking and monitoring system

  9. Defining Collaboration

  10. Moving Towards Collaboration: Innovative Practices Involve all pertinent agencies in the transition process Use team-based transition planning Institute formal agreements Establish regular and consistent communication with the youth and family Build relationships with community, businesses, and professional organizations

  11. New Resource from NDTAC! Transition Toolkit 2.0: Meeting the Educational Needs of Youth Exposed to the Juvenile Justice System Innovative practices at each stage of transition: entry, residence, exit, aftercare Each stage also includes practices specific to records transfer and family involvement Self-Study and Planning Tool

  12. Other Resources from NDTAC Transition Toolkit 1.0 Transition library page Transition Toolkit 2.0 Mentoring Toolkit For these and other resources, please visit NDTAC’s website: http://www.neglected-delinquent.org Leslie Brock lbrock@air.org(650) 843-8107

  13. Presenters • Jane Young, Ph.D., Superintendent of the North Carolina Department of Juvenile Justice and Delinquency Prevention • Tim Canter,Community Transition Specialist at Springfield Public Schools, Oregon • Facilitator:Leslie Brock, NDTAC Technical Assistance Liaison

  14. North Carolina Department of Juvenile Justice and Delinquency Prevention Transition Model Presented by: Jane D. Young, Ph.D. Superintendent of Schools NC Department of Juvenile Justice & Delinquency Prevention September, 2008 NDTAC Webinar

  15. Overview and Introduction • Three Stages of Supervision and Services for Juveniles • Assessment • Commitment Programming • Post-Release Supervision • Efforts to have a seamless delivery system

  16. Assessment and Treatment Planning We can’t know where we’re going if we don’t know where we are! • Education Assessments • Woodcock-Johnston III • Hearing and vision screening • Educational Screening and Records (requested by the court counselor) • Medical and Mental Health Assessments • At the conclusion of all assessments, a planning conference is held that involves the juvenile, family, court counselor, teachers, and social worker.

  17. Community Connections • Role of the Court Counselor Supervision Continuity of Services Communication

  18. Specifics • Communicating/Inquiry/Counseling • Planning and implementing the plan • Assigning clear responsibilities • Follow up Tip: Intra-agency communication is as important as inter-agency communication

  19. Written policy • Example from policy: When the Facility Director has approved the juvenile’s release, the assigned Social Worker shall contact the Court Counselor to schedule a mutually agreeable date for the post release supervision planning conference and provide written notification to the court that ordered the commitment stating that release planning has been initiated. Tip: Be clear in policy about expected steps.

  20. Written policy • Each juvenile has a “Scholastic Development Plan” (Form YC 047) that provides a blueprint for the juvenile’s educational program and a basis for evaluation of juvenile progress. • Each juvenile should have an “Individualized Treatment Plan” (Form YC 028) that provides a blue print for the juvenile’s treatment programming and a basis for the evaluation of the juvenile’s progress. Tip: Policy must be clear about what documentation is required.

  21. Planning • Individually address the goals and needs of juveniles and their families. • We believe the latter is very important for students who are minors. For example, transportation issues and supervision issues need to be addressed with the family.

  22. Written policy From policy: The transition plan must address, at a minimum: 1. Academic re-entry goals; 2. Career and employment goals; and 3. The recommended educational placement for the juvenile. Tip: Be specific. Do not assume that everyone is knowledgeable about options for students.

  23. A process, not a program Example Communicating/inquiry: 16 year old student who last finished eighth grade in public school Planning and Implementing the Plan: In what course of study should the student enroll? …. Planning: what happens after he earns a credential? Implementing the Plan: Who will do what?

  24. Planning and Implementing • Planning: If he/she earns a GED while in commitment status, what are the options for employment or further education upon re-entry? • Implementing Who is responsible for this work? [Refer to policy if there are any questions.] Tip: put it in writing!

  25. Efforts to communicate • Quarterly parent newsletters written by educators • Leadership meetings among Education and Clinical staff in the agency • Attendance at “regular” education meetings at the state level

  26. Resources in NC • Community college scholarship program • School re-entry portfolio • NCWise (online student information system) • Juvenile Justice is an LEA Tip: communicate regularly and develop relationships with colleges and State Education Agency

  27. Web resources • ncdjjdp.org | The North Carolina Department of Juvenile Justice and Delinquency Prevention Contains policy, forms, monthly teacher newsletter (“Teacher Talk”), and links to education websites

  28. Questions? • Press ESC to exit Full Screen Mode • All phones are currently muted • To ask a question: • Un-mute your phone by pressing *7 • Re-mute your phone by pressing *6 • You can also ask a question by typing it into the Question and Answer Pane located at the top of the screen.

  29. Transitions: Tim Canter, Community Transition Specialist, Springfield Public Schools Serving Adjudicated Youth in Public Education

  30. Community Transition Specialist • Mentor • Teacher • Employment Specialist • Advocate • Attendance Tracker/Grade Tracker • Court Worker

  31. How It Works • Employed by the School District • Funding through IDEA • Assigned at the Juvenile Department • Receives referrals from both the district and Juvenile Case Workers • Reports directly to the Director Level • Works with PO’s, Teachers, Administrators, SPED Case Managers, Families, Counselors and Everyone else

  32. What I Do • Pre-Release • Immediate Post Release • Post Release • On-Going Support

  33. Goal Areas • Education • Transportation • Recovery • Employment • Interests/Fun Things • Post High School Plan

  34. Project Support • Was a partnership between the Springfield School District, University of Oregon and the Oregon Youth Authority • The project was grant funded • When the grant ended the position was continued due to its success

  35. Traces: • Was a 5 year study conducted by Mike Bullis and others in 2002 • The study found that youth with disabilities were 2 times more likely to re-offend • It also found that the transition out of closed custody facilities were more likely to fail when a youth had a disability

  36. How do we work together • Successful transitions require communication and the ability as well as the desire to work together • Relationships between agencies as well as staffs are the back bone of success

  37. CONFIDENTIALITY, Uh Oh • Get signed releases as soon as possible • Understand what is public information and what is not • Include all parties: Probation, Parole, Schools, Treatment Providers and other agencies as required • Develop streamlined approaches to the transfer of records

  38. FERPA • The Federal Family Educational Rights and Privacy Act of 1974 • Yes FERPA was updated in recent years to allow more sharing of information between Juvenile Justice and Education • In 1994 the Improving Americas Schools Act was passed

  39. Teams • Form multidisciplinary teams • Allow those teams to share information • Be inclusive • Be open to new ideas • Look at established modules but make it your own

  40. Lane County • In Lane County we have partnered in several ways • It starts with Administrators, Directors and Superintendents • Once there is support, select key staff • Draft a plan • Update the plan

  41. Programs • The following are programs that have been formed in Lane County. If you have questions about them at a later date feel free to contact me at tcanter@sps.lane.edu

  42. Educational Transition Team • Formed this year • Includes 3 school districts • Assigned staff are Transition Specialists and School Administrators • Meet weekly at the Juvenile Department • Discuss best placements and student supports • Is open to Juvenile Justice staff

  43. RAP Court • Juvenile Drug Court • Staff include: Juvenile Court Judge, Probation Staff, Defense Attorney, Treatment staff, Educational Staff, Psychological Services Staff and a Mentorship program • Meets weekly

  44. Springfield Supervision Team • Probation Staff • Intake Staff • Educational Staff • Meets weekly

  45. MLK Jr. Education Center • Alternative School Program • Located at the Juvenile Justice Center • Supported by County, ESD, WIA, DOL and school district staffs

  46. Other Ideas • Schedule both formal and informal meetings • Remember the spirit as well as the law when it comes to IDEA • Use the IEP process, You may need more than one meeting per year • Use Transition Plans and assessments as tools, not just sections to complete • Do whatever you can to keep youth involved

  47. Thank You Timothy Canter Springfield Schools tcanter@sps.lane.edu 541-683-7008

  48. Questions? • Press ESC to exit Full Screen Mode • All phones are currently muted • To ask a question: • Un-mute your phone by pressing *7 • Re-mute your phone by pressing *6 • You can also ask a question by typing it into the Question and Answer Pane located at the top of the screen.

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