Overcoming Common Challenges: Tips on Engaging Families at Juvenile Justice

Facility Schools

Introductory Remarks

Marlene Darwin, NDTAC

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

Agenda and Presenters

A Family Guide to Getting Involved With Correctional Education

Trina Osher, President, Huff Osher Consulting, Inc.

Translating Family Engagement Tips into Successful Practice Brenda Johnson, Transition Coordinator, Stadium View

School Lia Venchi, Teacher/Literacy Specialist, Stadium View School

Question and Answer Session

5

A Family Guide to Getting Involved With Correctional Education

Trina Osher, M.A.President, Huff Osher Consulting, Inc.

7

Family Involvement Matters!

“The evidence is consistent, positive, and convincing: families have a major influence on their children’s achievement in school and through life.”

(Henderson, A.T., & Mapp, K.L. (2002). A new wave of evidence: The impact of school, family, and community connections on student achievement. Austin, TX: National Center for Family & Community Connections with Schools, Southwest Educational Development Laboratory, 7).

Getting involved with correctional education can be challenging for many families.

Encouraging families to get involved can be challenging for facility and program staff.

8

NDTAC Has Tools to Help!

Working With Families of Children in the Juvenile Justice and Corrections Systems: A Guide for Education Program Leaders, Principals, and Building Administrators• Strategies staff at correctional education facilities and programs

can use to increase family involvement

• Three-tier model for organizing efforts to engage families Facility Toolkit for Engaging Families in Their Child's Education

at a Juvenile Justice Facility• Tools for families

• Tools for facility staff

Family Guide to Getting Involved in Your Child's Education at a Juvenile Justice Facility • Practical strategies for common situations

9

Three-Tier Model to Engage Families

9

Special efforts

for a few families

Additional supportsto boost some families

Opportunities affordedto all families

10

Facility Toolkit

The Facility Toolkit includes:

Information for facilities and stakeholders about how to use the Family Guide

Customizable tools that can be used to help promote family participation in a student’s education

• Tools 1–5, including a Family Guide, sample letters, a tip sheet, and a questionnaire, are intended for distribution to students’ families.

• Tools 6–8, including a facility tip sheet and planning tool, are intended for use by facility staff.

11

All tools are customizable

Facility and program staff are encouraged to customize the Family Guide for their setting.

Some items in the Tool Kit are templates that can be modified. Facility staff should review tool kit materials for families

carefully. Discuss materials with some family members of currently

enrolled or recently graduated students. Partner with families to adapt materials to accurately reflect

the policies and practices of their school, program, or facility.

12

Family Guide

The Family Guide should be shared with parents and family members as soon as their child is enrolled in the program. It includes practical strategies families can use to:

• Build a relationship with their child’s correctional education program

• Keep their son or daughter on track for completing school and becoming a successful young adult

13

Family Guide

The Family Guide includes information for families about:

Getting off to a good start

Ensuring that their child is making academic progress

Preparing for their child’s return home

Connecting with other families

Taking action when things are not going well

Advocating for better programming, family involvement, and support

Staying connected to the correctional education program

Brenda Johnson, Transition Coordinator, Stadium View School

Lia Venchi, Teacher/Literacy Specialist, Stadium View School

Short term facility Mostly students of color, predominantly Black Students detained on serious charges 12 staff: 8 teachers, a transition specialist, a principal and a life skills coach Serve also students in the adult facility Nationally accredited

Sunday visitation “Meet and Greet” with community partners Classroom “Meet and Greet” with follow-up

phone call home Parent Council monthly meetings Calendar

Transition Specialist as point person Student referral Lobby display Facility supervisors Community partners

Community Showcase (celebrate student success)

Court support Freedom School Showcase Evening student debates IEP meetings Parent Council meetings

Facilitate transportation, childcare stipends, meeting dinners

Home visits Connect and facilitate community to

support student and family Build trust through relationships

Each interaction with a student and family member is with the highest level of respect and sincerity

Respect and care are foundation of student/staff interaction

Staff are required to provide educational and social-emotional support

No judgment

Staff regularly reflects on our commitment to our vision and mission

Student Support Team meets weekly to discuss students’ academic and social-emotional well being

Staff has on-going communication training Transition Specialist as point person

IEP meetings include teachers, support staff, student and family members

Letters and phone calls announce events and meetings

15 day academic report

Juvenile justice, community and school systems work together

Freedom School, debates, visiting authors and guests

Work to support engagement between community partners and families

When appropriate, include parents and JDC staff in professional development (we learn together)

Weekly Student Support Team meetings Staff attend IEP meetings Over 100 hours each year of professional

development Staff, student surveys, observations Community partners as critical friends Pacer Center/Governor’s Council on

Developmental Disabilities

Brenda Johnson, Transition SpecialistWork: 612.543.0762Cell: 612.490.5249

Larry Lucio, PrincipalWork: 612.596.1158

Lia Venchi, TeacherCell: 651.247.1908