NEGLECTED

1
NEGLECTED DELINQUENT PROGRAM

• Prevention Intervention Programs for
  Children/Youth Who Are Neglected, Delinquent, or
  At-Risk
• Title I, Part A and Title I, Part D Funds

2
WHO ARE THESE CHILDREN?

• Neglected - Age 5-17, live in neglected
  facilities due to abandonment,
• neglect, or death of
  parents-guardians enrolled in school
• Delinquent - Under age 21, in custody of TDCS or
  TDOC, enrolled in school
• - Age 5-17,
  pre-adjudicated or adjudicated to live in
  delinquent
• facilities, enrolled in
  school
• At-Risk School age at-risk of academic failure
• - Drug or alcohol problem
• - Pregnant or is a parent
• - Past contact with
  juvenile justice system
• - One year behind
  academically
• - Limited English
  proficiency
• - Gang member
• - Dropped out of school
  previously
• - High absenteeism at
  school

3
PROGRAM PURPOSE

• SECTION 1401 in NCLB
• Improve educational services so that these
  children meet State academic content and
  achievement standards
• Successful transition from institutionalization
  to further schooling or employment
• Prevent at-risk youth from dropping out of school
• Provide dropouts and children transitioning from
  institutionalization with a support system to
  continue education

4
TITLE II Juvenile Justice Delinquency
Prevention Act of 2002

• Meet needs of youth through collaboration with
  other agencies and local systems, including
  school, health care organizations, law
  enforcement agencies, courts
• Educational programs encourage juveniles to stay
  in school
• Provide services to transition juveniles to work
  and self sufficiency, and coordinate with local
  schools
• Instruction juveniles receive outside their
  schools are closely aligned with instruction
  provided in home schools
• Learning disabilities identified in other
  placements are communicated to schools

5
INDIVIDUALS WITH DISABILITIES EDUATION ACT

• IDEA ensures children with disabilities have free
  and appropriate public education available to
  them that emphasizes special education and
  related services designed to meet their unique
  needs and prepare them for employment and
  independent living
• IDEA requires transition plans be included for
  special education students 14 years old and
  older. It also requires that plans for children
  over 16 include vocational plans.

6
OUTCOME MEASURESTennessee Department of
Education tracks the number of youth who

• Enrolled in
• GED program
• Local district school
• Post-secondary education
• Elective job training courses/programs
• External job training education

• Earned
• High school credit
• High school diploma
• GED
• Obtained employment

7
FEDERAL GOVERNMENT JUVENILE JUSTICE DEFINITION OF
TRANSITION

• A coordinated set of activities for the student,
  designed within 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 (Griller-Clark,
  2003).
• LEAs must reserve 15-30 of N or D funds for
  transition.

8
WHY TRANSITION IS IMPORTANT

• To insure that youth returning from correctional
  institutions are prepared to return to society
  and resume educational services in their home
  communities.
• To reduce the fiscal and social consequences of
  recidivism.
• To facilitate the acquisition of knowledge,
  skills and attitudes to be successful in society.

9
MAKING THE TRANSITION EASIER

• No Child Left Behind, Title I, Part D, requires
  schools to make children and youth returning from
  corrections a priority
• Share accountability with other system partners
• Re-entry/transition supports are funded by
  education and Office of Juvenile Justice
  Delinquency Prevention
• Support also exists in the Department of Labor

10
EFFECTIVE TRANSITION PLANNING

• Written Transition Plan with joint planning
• Timely transfer of student records
• Engagement in School
• Placement in and maintaining employment or job
  training
• Presence of caring adult and services for support
• Funding for transition
• Shared accountability for transition

11
WHAT ELSE DO WE KNOW ABOUT CORDINATED TRANSITION
PLANNING?

• Best practices in the transition of youth from
  short and long term correctional facilities can
  be identified
• Increases rate of returning to school or
  employment, timely transfer of school records,
  and rate of high school completion
• Increases probability of wise use of scarce
  resources
• Provides avenue for communication between all
  stakeholders
• Increases likelihood of successful
  integration/reintegration in the community
• The more youth are engaged the less likely they
  are to recidivate (Bullis, Yovanoff, Mueller
  Havel, 2002)

12
OTHER THINGS THAT MUST BE IN THE TRANSITION PLAN

• Housing and/or Independent living
• Financial Plan
• Therapy Plan
• Daily living skills
• Personal relationships (family/mentor)
• Community resources (System of care,
• School, employment training/)
• Safety Plan/Crisis Plan
• Health and fitness
• Leisure and recreation
• Related service providers