A Derenge West Virginia Part D Coordinator Melissa Harper-Butler Washington, D.C. Part D Coordinator...

CONFERENCE PROGRAM

A New Era for Title I, Part D:

Positioning Programs and Students for Success

June 13–15, 2017

American Institutes for Research Washington, D.C.

2017 NDTAC National Conference

A New Era for Title I, Part D June 13–15, 2017, Washington, D.C.

We would like to recognize the time and effort of the conference planning committee, who coordinate the Title I, Part D (Part D) programs in their States. We appreciate their dedication and input throughout the conference planning process.

Rebecca Derenge West Virginia Part D Coordinator

Melissa Harper-Butler Washington, D.C. Part D Coordinator

Nancy Oesterreich Illinois Part D Coordinator

Karen Steinhaus California Part D Coordinator

Basil Harris South Carolina Part D Coordinator

Daniel Williams Hawaii Part D Coordinator

Lauri Nord North Dakota Part D Coordinator

The information in this program is provided for the purpose of the 2017 conference of the National Technical Assistance Center for the Education of Neglected or Delinquent Children and Youth (NDTAC) in Washington, D.C. Information and materials presented at this conference are provided as resources and examples for participants’ convenience. Inclusion of this information does not constitute an endorsement by the U.S. Department of Education of any products or services offered or views expressed. The programs, practices, and interventions discussed or shown in the presentations are not intended to mandate, direct, or control a State’s, local education agency’s (LEA’s), or school’s specific instructional content, academic achievement system and assessments, curriculum, or program of instruction. States and local programs are free to use any policies, practices, instructional content, achievement system and assessments, curriculum, or program of instruction that they wish, so long as they meet the statutory requirements of applicable legislation.

Dear conference participants,

Welcome to the 2017 NDTAC National Conference, A New Era for Title I, Part D: Positioning Programs and Students for Success! It is our pleasure to bring together State Part D coordinators, staff from the U.S. Department of Education (ED) and other Federal partners, experts in the field, and NDTAC staff. It is our hope that you enjoy our time together, network with your peers, determine how NDTAC can assist you after the conference, and leave invigorated to tackle the many tasks ahead!

As we did at last year’s conference, we offer preconference sessions for new and “seasoned” coordinators to allow coordinators the opportunity to share best practices and strategies for meeting program outcomes, as well as a preconference session on understanding and using Part D data. In the keynote address, Dr. Christopher Branson from New York University, who was system-involved as a youth, will discuss trauma, its impact on the youth we serve, and how this information may improve our current Part D programming through awareness and capacity-building. The first plenary will feature Dr. David Altschuler from Johns Hopkins University, who will present on transition and reentry principles; NDTAC staff, who will share key components of NDTAC’s new transition toolkit; and a panel of State and local practitioners, who will discuss application of the toolkit at critical junctures, especially entry and aftercare. A breakout session discussing the implications of the toolkit and ways to improve service delivery will follow. The second plenary will discuss Federal monitoring, including ED’s monitoring plan for Part D and recent monitoring visits and what other States experienced and learned during their Federal monitoring visits. On the last day, we will have a plenary session that will offer ideas for developing and implementing state plans, then you can meet for ND Community working sessions, during which you will be able to participate in a facilitated conversation about challenges that Part D coordinators face and engage in dialogue about compelling technical assistance (TA) questions and opportunities for NDTAC to continue to improve the quality of our support.

Throughout the conference, we have set aside special time for participants to interact with our Federal partners and NDTAC staff. Earl Myers (Federal Program Manager for Part D at ED) and Sharon Burton (Contracting Officer’s Representative for NDTAC at ED) will attend the conference and present and interact with coordinators on a daily basis. The NDTAC team will moderate and present during sessions and be available to meet with you throughout the conference. Day 2 of the conference will conclude with a panel of Federal speakers who will relay updates on Federal initiatives that may affect your State Part D programs.

NDTAC is thrilled you have joined us for the conference! NDTAC’s staff and your peers on the conference planning committee have worked hard to organize an agenda that should be informative, thought-provoking, and useful to each of you in your roles. The conference is the highlight of our year, as we get to meet newly-appointed coordinators and others working with Part D programs, become reacquainted with seasoned coordinators, work more closely with our NDTAC expert panelists, and collaborate with our Federal partners.

We hope the conference exceeds your expectations and look forward to working with you in the near future when you return home.

Again, welcome and enjoy the conference.

Sincerely,

Simon G. Gonsoulin Project Director, NDTAC American Institutes for Research

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CONTENTS

Agenda ....................................................................................................................................................................... 5

Staff and Presenter Bios ................................................................................................................................... 11

Presenters ...................................................................................................................................................... 11

NDTAC .............................................................................................................................................................. 15

Participant List .................................................................................................................................................... 19

Presenters ............................................................................................................................................................. 21

NDTAC Team ......................................................................................................................................................... 22

Federal Guests ..................................................................................................................................................... 22

Floor Maps ............................................................................................................................................................. 23

Area Map and Directions .................................................................................................................................. 25

Georgetown Restaurants ................................................................................................................................. 26

Handouts ................................................................................................................................................................ 29

2017 NDTAC Conference—5

Agenda

Tuesday, June 13

8:00 a.m.–5:30 p.m. Registration

9:00 a.m.–12:00 p.m.

LOCATION: 200 C

Preconference Workshop: New Coordinators Meeting (by invitation only)

In this session, participants will meet staff from NDTAC and ED, other new Part D coordinators, and seasoned coordinators who can serve as colleagues during and after the conference; learn about their key administrative responsibilities and how NDTAC can help them fulfill these responsibilities; identify strategies and resources for administering Part D programming; and go into greater depth about planning and funding responsibilities (e.g., conducting the annual count and administering the Consolidated State Performance Report [CSPR]). Note: This session is for coordinators who have been in their role for less than 18 months at the time of the conference.

MODERATOR: David Blumenthal (NDTAC)

10:00 a.m.–12:00 p.m.

LOCATION: 200 A/B

Preconference Workshop: Seasoned Coordinators Meeting

In this session kicked off by NDTAC and led by coordinators, participants will share goals, activities, and program outcomes from their Part D programs in a roundtable format. Participants will discuss what systemic data sharing and data-driven decision-making efforts are working, what areas need improvement, and ways to address identified challenges and meet identified outcomes. Note: This session is for coordinators who have been in their role for at least 12–18 months at the time of the conference.

MODERATORS: Rob Mayo (NDTAC), Murray Meszaros (Part D Coordinator, Utah), and Karen Steinhaus (Part D Coordinator, California)

12:00–1:30 p.m.

LOCATION: Lobby

Networking Lunch

Opportunities to discuss topics of common interest will be provided at nearby restaurants. Topics include (1) the annual count, (2) collaboration between State education agencies (SEAs) and State agencies, (3) parent and family engagement, and (4) monitoring. Sign-up sheets are available at registration. Meal costs are participants’ responsibility.

1:30–3:00 p.m.

Preconference Workshop: Understanding and Using Data

This session will help participants understand their Part D data collected with the CSPR and the use of data for program planning, subgrantee monitoring, and other uses. Group A will receive a “101” orientation to NDTAC’s data workbooks and review their states’ Subpart 2 data. Group B will review their states’ Subpart 2 data in the data workbooks and have a more in-depth discussion about data use as they administer their programs. Group C will discuss Subpart 1 data collection, data reporting and utilization challenges and strategies, and how coordinators can deepen data-driven supports for Subpart 1 subgrantees.


Tuesday, June 13

Group A Jenna Tweedie and David Blumenthal

(NDTAC) LOCATION: 4117/4118

Group B Jake Sokolsky and

Katie Deal (NDTAC) LOCATION: 200 A/B

Group C Dory Seidel and

Rob Mayo (NDTAC) LOCATION: 200 C

3:00–3:30 p.m. Break

3:30–4:00 p.m.

LOCATION: 200 A/B/C

Opening and Welcome

MODERATOR: Simon Gonsoulin (NDTAC) SPEAKERS:

Earl Myers, Federal Coordinator, Neglected and Delinquent Education Program, Office of Safe and Healthy Students (OSHS), ED

Norris Dickard, Leader of Healthy Students Group, OSHS, ED

David Esquith, Director, OSHS, ED

4:00–5:00 p.m.

LOCATION: 200 A/B/C

Keynote: Understanding and Addressing the Impact of Trauma on Youth in the Juvenile Justice and Child Welfare Systems

In this session, Dr. Branson will describe the rates and impact of trauma on youth who are neglected or delinquent (N or D), the impact of trauma on staff who work with youth who are N or D, service planning for youth who have been affected by trauma, the core elements of trauma-informed care, case examples, and recommendations for action. The session also will include discussion of the use of Part D funding to meet the needs of youth who are N or D who have experienced trauma.

MODERATOR: Simon Gonsoulin (NDTAC)

SPEAKER: Chris Branson, Assistant Professor, New York University

Wednesday, June 14

8:00 a.m.–5:30 p.m. Registration

8:30–9:00 a.m.

LOCATION: 200 A/B/C

Conference Welcome

Jason Botel, Deputy Assistant Secretary for Elementary and Secondary Education and Acting Assistant Secretary for Elementary and Secondary Education, ED

David Osher, NDTAC Principal investigator

Simon Gonsoulin, NDTAC Project Director

Karen Steinhaus, Part D Coordinator (California) and Conference Planning Committee Representative

9:00–10:30 a.m.

LOCATION: 200 A/B/C

Plenary I: Transition

This session will feature a presentation by Dr. David Altschuler on NDTAC’s new transition toolkit, the research on transition, and best practices on transition, which will be followed by a panel of Part D coordinators discussing


Wednesday, June 14

application of the toolkit and the content shared by Dr. Altschuler at the four critical junctures: juvenile justice system entry, residency, exit from secure care, and aftercare. A special focus will be placed on the exit and aftercare stages, which have been identified as being especially difficult. Panelists will provide brief overviews of State and local approaches to transition. Strategies aimed at facilitating efficient cross-agency records transfer and data-sharing systems, plus systemic cross-agency communication, coordination, and collaboration, will be integrated throughout the presentation and discussions. The strategies discussed also will focus on the collaborative roles of key stakeholders, including facility leadership and staff, youth, families, and community- and systems-based supports.

MODERATOR: Rob Mayo (NDTAC) SPEAKERS:

David Altschuler, Associate Scientist, Johns Hopkins University

Pat Frost, Part D Coordinator, Nebraska

Rennie Taylor, Principal, Maya Angelou Academy New Beginnings Youth Development Center

Janay Williams, Deputy Superintendent of Treatment, New Beginnings Youth Development Center

Simon Gonsoulin, NDTAC Project Director

10:30–10:45 a.m. Break

10:45–11:45 a.m.

Breakout I: Transition

Participants will meet in small groups to discuss implications of the plenary presentations for SEAs, subgrantees, and facilities through a case study approach. Participants will read and discuss a real-life case study and then discuss the systemic gaps and overlaps in policies, procedures, and potential strategies for more effective communication, coordination, and collaboration related to transition. Each group will have a particular focus on what ND coordinators can do to help subgrantees improve their systemic delivery of academic, social, emotional, behavioral, and workforce entry supports to youth relative to Subparts 1 and 2 of Part D.

Gold Community David Blumenthal

(NDTAC) LOCATION: 200 A/B

Salmon Community Rob Mayo (NDTAC) LOCATION: 200 C

Teal Community Katie Deal (NDTAC)

LOCATION: 4117/4118

11:45 a.m.–1:15 p.m. Lunch on your own

1:15–2:45 p.m.

LOCATION: 200 A/B/C

Plenary II: Federal Monitoring

In this session, NDTAC will review coordinators’ responsibilities related to Federal monitoring; ED will summarize the Part D monitoring plan, Federal monitoring visits conducted in 2015–2017, and the monitoring process moving forward; coordinators will share lessons learned and next steps from


Wednesday, June 14

their states’ recent Federal monitoring visits; and participants will discuss implications for Part D program planning and subgrantee monitoring.

MODERATOR: Katie Deal (NDTAC)

SPEAKERS:

Earl Myers, Federal Coordinator, Neglected or Delinquent Education Program, OSHS, ED

Valerie Ashton-Thomas, Part D Coordinator, Maryland

Rebecca Derenge, Part D Coordinator, West Virginia

Basil Harris, Part D Coordinator, South Carolina

Laura Johnson-Frame, Part D Coordinator, South Dakota

2:45–3:15 p.m. Break

3:15–4:45 p.m.

LOCATION: 200 A/B/C

Federal Panel

In this session, ED staff will discuss initiatives being promoted by ED, collaboration opportunities to impact programming in facilities funded through Part D, and future priorities for ED. Earl Myers will give updates from ED’s Part D Program and respond to questions regarding States’ administration of Part D programs.

MODERATORS: Simon Gonsoulin (NDTAC)

SPEAKERS:

Curtis Kinnard, Education Program Specialist, Office of Special Education Programs (OSEP), ED

Sarah Allen, Education Program Specialist, Office of Special Education and Rehabilitative Services, ED

Marion Crayton, Education Program Specialist, OSEP, ED

Sean Addie, Director, Office of Correctional Education, Office of Career, Technical, and Adult Education (OCTAE), ED

Sarah Newman, Team Lead for Data Analytics and Data Management, Management Support Unit, CSPR, Office of Elementary and Secondary Education (OESE), ED

Earl Myers, Federal Coordinator, Neglected or Delinquent Education Program, OSHS, ED

Thursday, June 15

9:00–10:30 a.m.

LOCATION: 200 A/B/C

Plenary III: State Plans

This session will describe the required components of and Federal approval process for the Part D portion of State plans. It will also provide examples of how Part D coordinators are developing the Part D portions of their State plans and will implement and use those portions after their plans are approved. Norris Dickard will discuss Part D requirements and the Federal approval process for State plans. NDTAC will facilitate a panel of coordinators, who will reflect on plan development and how they will


implement and use their plans to guide subgrantee application review and monitoring; program development, implementation, and evaluation; and other activities at the SEA, subgrantee, and local levels.

MODERATOR: Katie Deal (NDTAC)

SPEAKERS:

Norris Dickard, Leader of Healthy Students Group, OSHS, ED

Kenya Haynes, Part D Coordinator, Wyoming

Karl Koenig, Part D Coordinator, Ohio

10:30–10:45 a.m. Break

10:45 a.m.–12:00 p.m. ND Community Working Sessions This session will provide coordinators the opportunity to discuss compelling TA questions received by NDTAC this year and determine ways that ND Communities and NDTAC can better support coordinators as they oversee their Part D programs in the upcoming year.

Gold Community David Blumenthal

(NDTAC) LOCATION: 4117/4118

Salmon Community Rob Mayo (NDTAC) LOCATION: 200 A/B

Teal Community Katie Deal (NDTAC) LOCATION: 200 C

12:00–12:30 p.m.

LOCATION: 200 A/B/C

Reflections, Closing, and Adjournment

FACILITATOR: David Osher (NDTAC)


Staff and Presenter Bios

Presenters Sean Addie joined ED’s Office of Correctional Education in OCTAE in 2016. His work includes sitting on the Federal Interagency Reentry Council, administering adult and juvenile reentry education grant programs, and coordinating intra-agency efforts pertaining to correctional and reentry education. Previously, he was a Senior Program Associate with the Vera Institute of Justice in New York City, where he worked with North Carolina and Michigan on the Pathways From Prison to Postsecondary Education Project, an initiative that provided selected States with incentive funding and TA to expand access to higher education for people in prison and those recently released. Mr. Addie also provided TA through the Expanding Access to Postsecondary Education project, which was funded by the Bureau of Justice Assistance. He previously worked at a national juvenile justice policy and research organization on several Department of Justice–funded projects examining juvenile court data, policy, and practice. He also worked on the MacArthur Foundation's Models for Change Initiative in Illinois, Louisiana, and Pennsylvania.

Sarah J. Allen is an Education Program Specialists in OSEP’s Research to Practice Division at ED. She leads OSEP’s Personnel Development Program, which supports expanded and improved systems of personnel preparation and professional development for general and special education teachers, early intervention personnel, and related services providers who use evidence-based practices to improve learning and developmental outcomes for children with disabilities. Her portfolio of discretionary grants also includes IRIS Center and State Personnel Development Grants, which provide resources that may be used to improve professional development, TA, and/or dissemination of knowledge about best practices.

David Altschuler is a Principal Research Scientist at The Johns Hopkins Institute for Health and Social Policy, is an Adjunct Associate Professor in Sociology, and holds a joint appointment in the Department of Mental Health at the Bloomberg School of Public Health. He is also affiliated with the Johns Hopkins Center for the Prevention of Youth Violence. His work focuses on juvenile crime and justice system sanctioning, juvenile aftercare and parole, offender reentry, privatization in juvenile corrections, and drug involvement and crime among inner-city youth. Dr. Altschuler and a colleague started the Juvenile Reintegration and Aftercare Center in the early 1990s. He was Project Director and Co-Principal Investigator on an Office of Juvenile Justice and Delinquency Prevention–funded project, which developed a model of intensive aftercare for juvenile parolees being released from secure correctional facilities who were at high risk for returning to such facilities. He has provided TA on transition and aftercare to other federally-funded initiatives and many State and local agencies. In addition to his teaching, he is engaged in several evaluation and program development projects. Dr. Altschuler has a doctorate in social service administration and a master’s degree in urban studies from The University of Chicago.

Valerie Ashton-Thomas has over 30 years of experience in the areas of leadership, training, supervision, program administration for programs serving vulnerable populations (e.g. homeless, neglect and delinquent, Head Start, children with disabilities), early childhood education, family literacy, and parent involvement. She is currently the coordinator for neglected and delinquent and homeless education programs and the Title I Specialist at the Maryland State Department of Education. She administers and manages Maryland’s Title I, Part D and McKinney-Vento Education for Homeless Children and Youth programs. She provides leadership and support to State agencies, local education agencies, and schools on their design, development, and implementation of programs aimed to improve the academic success of children, youth, and families. Ms. Ashton-Thomas serves on several advisory boards and committees.

Jason Botel is the Deputy Assistant Secretary for Elementary and Secondary Education and Acting Assistant Secretary for Elementary and Secondary Education. He first joined ED as the Senior White House Advisor for Education and has since taken on the title of Deputy Assistant Secretary for Elementary and


Secondary Education and Acting Assistant Secretary for Elementary and Secondary Education. Mr. Botel started his career teaching at Booker T. Washington Middle School in West Baltimore as a Teach For America corps member and went on to serve as founding principal and executive director of KIPP Baltimore. Most recently, he was the executive director of MarylandCAN. Mr. Botel holds a bachelor’s and master’s degree in English from the University of Pennsylvania and a master’s degree in education administration and supervision from National Louis University. He is now the parent of two public school students in Washington, D.C.

Chris Branson is a child psychologist whose work focuses on improving the quality of mental health services for youth and families involved in the juvenile justice system. He is currently the Co-Principal Investigator on a Substance Abuse and Mental Health Services Administration–funded project to implement evidence-based practices for child traumatic stress in five New York City juvenile justice agencies. He has a contract with the Florida Department of Juvenile Justice to do similar work in three secure care juvenile corrections facilities. Dr. Branson was recently awarded a National Institute of Mental Health K23 Mentored Research Career Development Award, focused on evaluating an innovative TA and implementation support model designed to promote adoption of evidence-based practices for child traumatic stress in juvenile justice agencies. He has extensive experience training staff in juvenile justice, mental health, and school settings to implement evidence-based practices for child mental health problems, including traumatic stress, aggression, and co-occurring mental health and substance use disorders. Dr. Branson also serves on several local and national committees, including the New York City Juvenile Justice Oversight Board and the National Child Traumatic Stress Network's Juvenile Justice Committee, which he has co-chaired since 2012. He earned his doctorate in Clinical Psychology from the University of Virginia.

Sharon Burton is an Education Program Specialist with OSHS in ED’s OESE and serves as the Contract Officer Representative for NDTAC. Ms. Burton has been with ED since 2003 and has served in a variety of roles monitoring discretionary grant programs and participating in interagency initiatives, including character education, bullying, and youth violence prevention initiatives. Previously, she worked in the areas of youth development and adolescent and school health with organizations such as the Centers for Disease Control and Prevention, the American Red Cross, and the American Heart Association.

Marion Morton Crayton is an Education Program Specialist with ED’s Office of Special Education and Rehabilitative Services. She works with 14 States; is the division lead for Implementation Science, which is an integral part of results-driven accountability; and is co-lead for Correctional Education. Previously, she was an Acting Special Education Compliance Supervisor, a Compliance Specialist, and a Speech/Language Pathologist for a large school district with more than 13,000 students with individualized education programs.

Rebecca Derenge is a coordinator in the Office of Federal Programs directly responsible for implementing homeless education and N or D education through the Federal McKinney-Vento Act and Part D. She has been at West Virginia Department of Education 14 years and came to West Virginia from the Kentucky Department of Education. Ms. Derenge has a Master’s of Arts degree in Education from the University of Kentucky.

Norris Dickard leads the Healthy Students Group at ED’s OSHS located within OESE. The group administers grant programs and other TA activity related to meeting the educational needs of students who are neglected, delinquent, and homeless as well as Federal investments to improve the use of educational technology. Mr. Dickard also has worked as a fellow at the Brookings Institution, an administrator at Harvard’s Kennedy School of Government, the director of public policy at the Benton Foundation, and a principal at the Lewin Group. He started his career as a middle school science teacher and earned a master’s degree in government at Harvard.


David Esquith is the Director of ED’s OSHS located within OESE. Mr. Esquith is a former Peace Corps volunteer, special education teacher, lobbyist for Arc (previously the Association for Retarded Citizens), and a Congressional aide. Before coming to OSHS, he worked in the ED’s Office of Special Education and Rehabilitative Services.

Pat Frost has been in the position of ND Coordinator in Nebraska since 2001. Prior to being a coordinator, she was a teacher for 31 years in three different States and abroad in Pakistan. Pat holds a bachelor’s and a master’s degree from the University of Nebraska. Pat is a member of the following committees: Nebraska Educators of At-Risk Students-Steering Committee; Early Childhood Interagency; Coordinating Council; Task Force for Nebraska Preventing Sex Trafficking and Strengthening Families Act—Normalcy Work Group/Foster Care; Operation Youth Success—Douglas County Re-entry to Schools Work Group; ESIS Initiative Group—Committee for System Involved Students; and Nebraska Foster Care State Team.

Kenya Haynes is the State Coordinator for Neglected and Delinquent Education at the Wyoming Department of Education (WDE). In addition to leading the Title I, Part D program, Ms. Haynes is the State Coordinator for the Education of Homeless Children and Youth, Gender Equity (Title IX) and liaison to the Office for Civil Rights. A former elementary school teacher, Ms. Haynes joined WDE in 2002. Her duties have included serving as the Wyoming director of gifted and talented education, the Wyoming homeschool coordinator, and the Wyoming school improvement specialist. Ms. Haynes has presented at the local, State, and national levels on her program areas. She is one of the coauthors of A Home for Everyone: Wyoming’s Plan to End Homelessness and served as President of the National Association for the Education of Homeless Children and Youth. She currently serves on the Wyoming Governor’s Early Intervention Council, the Wyoming Human Trafficking Task Force, and the board of Serve Wyoming. In December 2010, Ms. Haynes was appointed liaison to the National Expert Panel for NDTAC.

Curtis Kinnard is an Education Program Specialist in the Monitoring and State Improvement Planning Division at ED’s OSEP. Dr. Kinnard is the lead area person for correction education related to the Individuals with Disabilities Education Act. He is a former public school special education and correctional education teacher. He has prior experiences as an administrator and as a coordinator for special education programs for two major metropolitan youth correctional facilities.

Karl Koenig is an Assistant Director in the Office of Federal Programs at the Ohio Department of Education. He has been with the Office of Federal Programs for 11 years, serving in several different capacities. He has spent the last four years as the Part D Coordinator for the State of Ohio. In addition to working on Title I Part D, Karl is responsible for resource allocation and fiscal compliance for all other ESEA grants administered by the Office of Federal Programs. Karl is a graduate of the Ohio State University (undergrad) and Ohio University (MPA).

Debra (Debbie) Little has worked for more than 26 years at ED’s OESE. She is responsible for ensuring that the States and districts that receive Federal funds comply with the laws under the Every Student Succeeds Act. Ms. Little uses her experience and expertise to serve as a program officer to administer the Elementary and Secondary School Counseling (ESSC) grant and Part D program. She works with the district and State Directors through discretionary and formula grant programs to implement the program in compliance with requirements for ESSC programs and Part D.

Earl Myers, Jr. is a Lead Grants Management Specialist for ED’s OSHS in the OESE. In this capacity, he coordinates the Neglected or Delinquent Education formula grant program. During his 17-year career at ED, he has focused primarily on programs and initiatives that support the creation of safe, disciplined, drug-free, and healthy learning environments that support children’s learning, health, and well-being. Mr.


Myers is retired from the U.S. Marine Corps and has been an elementary school teacher with Montgomery County Public Schools in Maryland.

Sarah Newman is originally from the suburbs of Chicago and has lived in the Washington, D.C., area for approximately 8 years. For the past 18 months, she has worked as the team lead for data analytics and data management in the Management Support Unit in ED’s OESE. In this role, Ms. Newman manages many of the data collections stewarded by OESE, including CSPR, as well as supports the efforts of program offices to better integrate data into their day-to-day grant-making operations. Prior to joining OESE, she worked as a liaison and analyst for the EDFacts team within the National Center for Education Statistics. She provided analytical support and guidance to many programs within and outside of OESE. She received her Bachelor of Arts in Sociology from the University of Iowa and her Master of Public Policy from the University of Maryland College Park.

Christine F. Pinckney is a Federal Program Officer for ED’s OSHS in the OESE. She has more than 20 years of experience in managing and monitoring both formula and discretionary Federal grant programs. She serves as the Peer Review Logistics Contracting Officer’s Representative, a State Liaison for Part D, and manages the program office’s annual budget. She holds a Bachelor of Arts degree in the Administration of Criminal Justice from the University of the District of Columbia.

Phyllis Scattergood is an Education Program Specialist for ED’s OSHS in the OESE. She provides technical support to SEAs and oversees a portfolio of School Climate Transformation Grants to support improved performance and student outcomes. She is the lead for ED at the Department of Justice’s National Forum Initiative to Prevent Youth Violence and represents OSHS on initiatives to prevent violence against women. Her previous experience includes directing national training and TA contracts for ED and the Centers for Disease Control and Prevention’s Division of Adolescent School Health and more than 18 years as a teacher.

Rennie M. Taylor leads the Maya Angelou Academy at the New Beginnings Youth Development Center in Maryland. As a content teacher and special education teacher, Mr. Taylor has worked with students with a wide range of disabilities for many years. He is an advocate for integrating technology into the curriculum to support various learning modalities and believes in integrating restorative justice and social emotional learning practices into teaching and learning. Mr. Taylor’s experience has given him the opportunity to provide professional development training for teachers in Trinidad and Tobago and the U.S. He has conducted action research and served in many leadership capacities within various school systems. Mr. Taylor has also served as a coach, mentor, motivational speaker, curriculum specialist, and educational consultant. He received his B.S in Biology from Andrews University; Master in Education in Teaching and Learning – Special Education and post-graduate degree in Educational Leadership from Liberty University; and General Certificate of Education in Human and Social Biology from Cambridge University.

Janay Williams is the Deputy Superintendent of Treatment for The Department of Youth Rehabilitation Services New Beginnings Youth Development Center. She was promoted to this position after serving four years as the Treatment Manager for the center’s Imani Unit. Ms. Williams has also served as a Residential Placement Specialist and Special Education advisor with the District of Columbia Public Schools (DCPS) and a Program Director with Fairfax County Public Schools adding up to over 15 years of Direct Care service. She has a passion for bringing healing to those who have been through a traumatic experience and enjoys helping residents, adults, and families find healthy perceptions of themselves by strengthen their relationships so they can know themselves as complete, whole, and safe. Ms. Williams has a Bachelor's Degree in Criminal Justice from Virginia State University and Master’s Degree in Forensic Psychology from Walden University. Outside of work Ms. Williams enjoys being with her family and friends when she is not being an active member of Delta Sigma Theta Sorority Inc.


NDTAC

Leadership Team

David Osher, NDTAC’s Principal Investigator, is Vice President at American Institutes for Research (AIR) and Institute Fellow and Senior Advisor to AIR’s Policy, Practice, and Systems Change (PPSC) service area. Dr. Osher leads numerous research and evaluation projects regarding social and emotional learning, youth development, resilience, conditions for learning, and implementation science as well as the National Center on Safe and Supportive Learning Environments (NCSSLE), the National Clearinghouse on Supportive School Discipline, and the National Resource Center on Mental Health Promotion and Youth Violence Prevention (co-Principal Investigator). Dr. Osher serves on numerous expert panels and editorial boards and has authored or coauthored more than 350 books, monographs, chapters, articles, and reports, including Safe, Supportive, and Successful Schools: Step by Step. He received his A.B., A.M., and Ph.D. from Columbia University and has taught and served as a dean at colleges and universities.

Simon Gonsoulin, NDTAC’s Director and Principal Researcher at AIR, has over 35 years of experience in education, administration, special education, and juvenile justice. Mr. Gonsoulin is also a juvenile justice TA specialist for the Center for Coordinated Assistance to States, which supports the TA needs of Juvenile Justice State Advisory Groups and juvenile justice systems across the U.S. For many years, he served as the juvenile justice resource specialist for the Technical Assistance Partnership for Child and Family Mental Health, supporting System of Care Communities focusing on the needs of youth involved in the juvenile justice system. As Deputy Secretary of the Office of Youth Development within the Governor's Cabinet in Louisiana, he was the lead administrator for the State’s juvenile justice system, including its secure care facilities, statewide probation and parole functions, contracted community-based programming, and a newly-created stand-alone state agency of juvenile justice. Prior to that, he served as the State director of education for the same office. Mr. Gonsoulin also has worked directly in the central office of school districts, schools, and classrooms as a supervisor, principal, and instructor.

Michelle Perry is NDTAC’s Deputy Director and a TA Consultant at AIR. She has more than 14 years of experience with project management, TA, data collection, and integration of Web-based learning tools, for both K–12 and adult education. Ms. Perry also serves as co-lead for the training team developing and facilitating data-based trainings, activities, and tools for the National Reporting System for Adult Education Support Project under ED’s OCTAE and as the Community Facilitation Task Lead and Coordinator for the National Science Foundation’s online CS for All Teachers community for computer science educators. Previously, Ms. Perry served as the Deputy Project Director and Community Manager for the Intel Teachers Engage online community of practice and provided technical assistance, training, and research support to projects such as the National High School Center, the Safe Schools Healthy Students initiative, and the Center for Mental Health Promotion and Youth Violence Prevention, as well as special education and early childhood education initiatives.

Technical Assistance Team

Katie Deal is NDTAC’s State Liaison for the 18 States in the Teal Community. She is NDTAC’s TA team lead, overseeing the planning and delivery of TA, community and topical calls, and the annual NDTAC conference for State Part D coordinators and others in the N or D field. She also oversees NDTAC’s publication development and revisions, webinar delivery, website updates, and Listserv postings. As a Senior TA consultant at AIR, she also focuses on violence prevention, mental health promotion, and improving conditions for learning as part of NCSSLE. Prior to joining AIR, she worked for the Suicide Prevention Resource Center, where she was Deputy Secretary of the National Action Alliance for Suicide Prevention; provided TA to state, tribal, and local practitioners; and specialized in suicide prevention for youth in the juvenile justice and child welfare systems. She also has worked for The Carter Center (Mental Health Program), the Centers for Disease Control and Prevention (National Center on Birth Defects and


Developmental Disabilities), and U.S. Peace Corps (Health Program), after beginning her career in early childhood special education. Ms. Deal received her master’s degree in public health from Emory University and her bachelor’s degree in psychology and special education from Florida State University.

David Blumenthal is NDTAC’s State Liaison for the 16 States in the Gold Community. In this role, he provides TA to these States, organizes and facilitates community and topical calls, updates the ND Communities website, and performs other tasks in support of NDTAC’s mission. Mr. Blumenthal also serves as a technical expert for AIR’s College and Career Readiness and Success Center on issues of competency-based education and using data to identify and support students who are at risk of not graduating from high school. He also has extensive experience in evaluating and providing direct TA and professional development to schools, districts, and States in implementing early warning systems to identify students at risk of failing to meet educational milestones such as on-time graduation and postsecondary readiness and persistence. Prior to joining AIR, Mr. Blumenthal served as a juvenile detention officer and then as a labor market analyst and program administrator for job training and employment services in a seven-county region of northwestern Indiana. David earned a Bachelor of Arts from Duke University and a Master’s of Science in Public Service Management from DePaul University.

Rob Mayo is NDTAC’s State Liaison for the 18 states in the Salmon Community and is co-lead of Supportive School Discipline Community of Practice (SSDCoP). As a Senior TA Consultant within AIR’s PPSC service area, Dr. Mayo also serves as project director for the Cleveland Humanware/SEL and Cleveland Discipline Policy and Data analysis projects. He also serves as a Technical Assistance Specialist for ED’s three Promoting Student Resilience grantees through NCSSLE. In these roles, he provides virtual and direct TA to State and district agencies and their interagency and community partners that support high-quality prevention, intervention, and social support services to youth and families. He also served as the Project Director of the National Clearinghouse on Supportive School Discipline. Dr. Mayo earned a B.S. in Journalism from Florida A & M University, a M.Ed. in Guidance and Counseling from Bowie State University, and a Ph.D. in Educational Leadership from The Lynch School of Education at Boston College.

Sara Trevino NDTAC TA Team Member, joined NDTAC in 2017 to assist NDTAC across a diverse range of tasks. This includes providing support to NDTAC’s state liaisons, managing all logistics for the annual NDTAC conference, and planning and coordinating NDTAC’s evaluation. Ms. Trevino also leads image threat detection work with the Department of Homeland Security and supports the U.S. Agency for International Development in an evaluation of youth violence prevention programs within targeted international sectors. Her responsibilities at AIR have included project management, training design and facilitation, instrument design, job analysis and competency modeling, item development process management, and program evaluation. Ms. Trevino holds an M.A. in Industrial and Organizational Psychology from The University of Houston–Clear Lake.

Data Analysis Team

Jake Sokolsky is the task leader of the NDTAC data team, which is responsible for all data-related assistance to State and local Part D coordinators, the compilation and analysis of State-submitted data, and various reports that highlight the aforementioned data. Mr. Sokolsky also is a research associate and data analyst at AIR for numerous projects in the education and justice fields.

Jenna Tweedie is a member of the NDTAC data team and a research associate at AIR. In this role, Ms. Tweedie provides program support to the Center on Standards, Alignment, Instruction, and Learning and NDTAC. Previously, she worked with the Western and Pacific Child Welfare Implementation Center to enhance the capacity of State and tribal child welfare systems to achieve sustainable system change, resulting in improved service delivery and well-being outcomes for children, youth, and families. Prior to joining AIR, Ms. Tweedie served as a youth resident care provider at Pine Rest Christian Mental Health


Services for youth at risk, an adoption specialist for youth in the foster care system at Bethany Christian Services, and a team leader of group therapy for children with mental health challenges at the Family Outreach Center. As a resident care provider, she developed and implemented programming on independent living and healthy coping skills. Ms. Tweedie graduated from Grand Valley State University with her bachelor’s degree in social work.

Additional Team Members

Greta Colombi, task lead for the NDTAC evaluation and co-lead for the SSDCoP, has nearly 20 years of experience in providing technical assistance, program monitoring and reporting, and research in both the education and the health and human services fields. Ms. Colombi has been part of the NDTAC team since 2007 and currently is working to bring together education and justice leaders from across the country to use positive discipline approaches that prevent children from entering the juvenile justice system and promote positive student outcomes. Ms. Colombi is also Deputy Director of the NCSSLE. In addition to managing the Center, she is responsible for strategizing and coordinating product development, developing and updating the Center’s online resources, and identifying and vetting experts utilized for Center and grantee activities. She earned her bachelor’s degree in psychology and urban studies at the University of Pittsburgh and her master’s degree from the University of Chicago.

Okori Christopher, a Project Technology Specialist at AIR, has been a member of the NDTAC team for more than 4 years. He works on content management and editorial services for NDTAC’s website and manages Listserv communications. In addition, Mr. Christopher provides technology support to the Center for Coordinated Assistance to States and serves as a task leader for the CS for All Teachers community and the National Resource Center for Mental Promotion & Youth Violence Prevention. He holds an M.S. in Criminal Justice specializing in juveniles from the University of Baltimore and a B.S. in Psychology from Morgan State University.

Kia Jackson is a Research Assistant at AIR. She provides support for NDTAC tasks, including the SSDCoP, the expert panelists, and pre-monitoring reports for the TA team. In addition, she provides analytical and administrative support to evaluation and TA projects focusing on youth prevention, juvenile justice, child welfare, and rethinking school discipline. Her primary responsibilities include data entry, data collection, and descriptive analysis as well as analytical support, including literature reviews, coding interviews, and preparing interview protocols. Ms. Jackson holds a Bachelor of Arts degree in Human Development and Family Science from George Mason University.


Participant List

Rachel Beech Education Program Consultant Kansas State Department of Education [email protected]

Rachael Bergstrom Assistant Director Title I and School Support Team Wisconsin Department of Public Instruction [email protected]

Jonathan Bolding Part D Coordinator Tennessee Department of Education [email protected]

Douglas Boline Interim Part D Coordinator Kansas State Department of Education [email protected]

Edeltress Brown Part D Coordinator Louisiana Department of Education [email protected]

Beth Chaplin Part D Coordinator Minnesota Department of Education [email protected]

Deb Drandoff Director of Prevention & Youth Services Educational Service District 112 Vancouver, Washington [email protected]

Sharon Fishel Part D Coordinator Alaska Department of Education & Early Development [email protected]

Tiffany Frierson Part D Coordinator Virginia Department of Education [email protected]

Lindsey Fults Part D Coordinator North Carolina Department of Public Instruction [email protected]

Leticia Govea Part D Coordinator Texas Education Agency [email protected]

Melissa Harper-Butler Part D Coordinator Office of the State Superintendent of Education [email protected]

Melvin Herring Part D Coordinator Florida Department of Education [email protected]

Sam Ko Educational Specialist Oregon Department of Education [email protected]

Heather Ladage Principal Consultant Illinois State Board of Education [email protected]

Mary Mulloy Part D Coordinator Vermont Agency of Education [email protected]

Tina Naillon Part D Coordinator Idaho Department of Education [email protected]

Lauri Nord Part D Coordinator North Dakota Department of Public Instruction [email protected]

Kristi Peters Coordinator of Research and Evaluation Maryland State Department of Education [email protected]

Kathleen Sande Part D Coordinator Washington Office of Superintendent of Public Instruction [email protected]

Monica Shack Part D Co-Coordinator Kentucky Department of Education [email protected]

Veronica Simmons Section Chief Student Family & Accountability Maryland State Department of Education [email protected]

Amber Skaggs ND Co-Coordinator Kentucky Department of Education [email protected]

Francine Stromberg Part D Coordinator New Jersey Department of Education [email protected]


Participant List (continued)

Louie Torrez Part D Coordinator New Mexico Public Education Department [email protected]

Colin Usher Part D Coordinator Nevada Department of Education [email protected]

Christina Wales Part D Coordinator Missouri Department of Elementary and Secondary Education [email protected]

Daniel Williams Part D Coordinator Hawaii State Department of Education [email protected]

Aundrea Worthing Part D Co-Coordinator Wisconsin Department of Public Instruction [email protected]


Presenters

Sean Addie Director OCE, OCTAE, ED [email protected]

Sarah Allen Education Program Specialist OSEP, OSERS, ED [email protected]

David Altschuler Associate Scientist Johns Hopkins University [email protected]

Valerie Ashton-Thomas Part D Coordinator Maryland Department of Education [email protected]

Jason Botel Deputy Assistant Secretary for Elementary and Secondary Education Acting Assistant Secretary for Elementary and Secondary Education, ED

Chris Branson Assistant Professor Department of Child Adolescent Psychiatry New York University School of Medicine [email protected]

Sharon Burton Education Program Specialist OSHS, OESE, ED [email protected]

Marion Morton Crayton Education Program Specialist OSEP, OSERS, ED [email protected]

Rebecca Derenge Part D Coordinator West Virginia Department of Education [email protected]

Norris Dickard Director, Healthy Students Group OSHS, OESE, ED [email protected]

David Esquith Director OSHS, OESE, ED [email protected]

Pat Frost Part D Coordinator Nebraska Department of Education & Early Development [email protected]

Basil Harris Part D Coordinator South Carolina Department of Education [email protected]

Kenya Haynes Part D Coordinator Wyoming Department of Education [email protected]

Laura Johnson-Frame Part D Coordinator South Dakota Department of Education [email protected]

Curtis Kinnard Education Program Specialist OSEP, OSERS, ED [email protected]

Karl Koenig Part D Coordinator Ohio Department of Education [email protected]

Murray Meszaros Part D Coordinator Utah State Office of Education [email protected]

Earl Myers Lead Grants Management Specialist OSHS, OESE, ED [email protected]

Sarah Newman Team Lead Data Analytics and Data Management OESE, ED [email protected]

Karen Steinhaus Part D Coordinator California Department of Education [email protected]

Rennie Taylor Principal, Maya Angelou Academy New Beginnings Youth Development Center [email protected]

Janay Williams Principal, Maya Angelou Academy New Beginnings Youth Development Center [email protected]


NDTAC Team

David Blumenthal State Liaison (Gold) American Institutes for Research [email protected]

Okori Christopher Technology Specialist American Institutes for Research [email protected]

Greta Colombi Evaluation Lead/SSDCoP Co-lead American Institutes for Research [email protected]

Katie Deal State Liaison (Teal) American Institutes for Research [email protected]

Ramon L. de Azua Senior Consultant Keleher & Associates LLC [email protected]

Simon Gonsoulin Project Director American Institutes for Research [email protected]

Kia Jackson Research Assistant American Institutes for Research [email protected]

Rob Mayo State Liaison (Salmon) American Institutes for Research [email protected]

David Osher Principal Investigator American Institutes for Research [email protected]

Michelle Perry Deputy Project Director American Institutes for Research [email protected]

Jake Sokolsky Data Team Lead American Institutes for Research [email protected]

Sara Trevino TA Team Member American Institutes for Research [email protected]

Jenna Tweedie Data Team Member American Institutes for Research [email protected]

Federal Guests

Debbie Little

Education Program Specialist

OSHS, OESE, ED

[email protected]

Christine Pickney

Federal Program Officer

OSHS, OESE, ED

[email protected]

Phyllis Scattergood

Education Program Specialist

OSHS, OESE, ED

[email protected]


Floor Map, 2nd Floor

Exit


Floor Map, 4th Floor


Area Map and Directions


Georgetown Restaurants In Close Proximity to AIR Address Cuisine

Favorites

Farmers, Fishers, Bakers 3000 K Street, Washington Harbour American

Bangkok Joe’s 3000 K Street Thai

Mr. Smith’s of Georgetown 3205 K Street American

Bourbon Steak 3100 South Street / Ritz American

Nick’s Riverside Grille 3050 K Street, Washington Harbour American

TJ’s Deli 1025 Thomas Jefferson St. Deli

Chez Billy Sud 1039 31st Street French

Snap 1062 Thomas Jefferson St. French

Ri Ra Irish Pub 3125 M Street Irish

Fiola Mare 3050 K Street Italian

Il Canale 1063 31st Street Italian

Flavio Restaurant 1073 31st Street Italian

Ristorante Piccolo 1068 31st Street Italian

Moby Dick House of Kabob 1071 31st Street Mediterranean

Cafe Cantina 3050 K Street, Washington Harbour Pizza

Sequoia Restaurant 3000 K Street, Washington Harbour Seafood

Tony & Joe’s Seafood Place 1440 Wisconsin Avenue Seafood

Mate 3101 K Street Sushi

Orange Anchor 3050 K Street Seafood

Restaurants by Cuisine

American

1789 Restaurant 1226 36th Street

Clyde’s of Georgetown 3236 M Street

Daily Grill 1310 Wisconsin Avenue

Georgetown Cafe 1623 Wisconsin Avenue

Martin’s Tavern 1264 Wisconsin Avenue

Morton’s The Steakhouse 3251 Prospect Street

Mr. Smith’s of Georgetown 3104 M Street

Old Glory Bar-B-Que 3139 M Street

Peacock Cafe 3251 Prospect Street

Seasons Restaurant 2800 Pennsylvania Avenue

The Tombs 1226 36th Street

Unum 2917 M St NW

Burgers

A Little Bit of Buffalo 3222 M Street

Good Stuff Eatery 3291 M Street


Restaurants by Cuisine

Johnny Rockets 3131 M Street

Thunder Burger and Bar 3056 M Street

Deli / Subs

Booeymonger 3265 Prospect Street

Cafe Tu-O-Tu 2816 Pennsylvania Avenue

Subway Sandwich Shop 2517 Pennsylvania Avenue

French

Bistrot Lepic & Wine Bar 1736 Wisconsin Avenue

Cafe Bonaparte 1522 Wisconsin Avenue

La Chaumiere 2813 M Street

Le Pain Quotidien 2815 M Street

Malmaison 401 Water Street

Maxime Bistro Francais 2915 M Street

Patisserie Poupon 1645 Wisconsin Avenue

Italian

Cafe Milano 3251 Prospect Street

Filomena Ristorante 1063 Wisconsin Avenue

Paolo’s Ristorante 1303 Wisconsin Avenue

Mediterranean

George’s King of Falafel 1205 28th Street

Prince Café 3205 Prospect Street

Mexican

Chaia 3207 Grace Street

Chipotle 3255 M Street

Don Lobo’s 2811 M Street

Los Cuates 1564 Wisconsin Avenue

Pizza

Manny & Olga’s Pizza 1641 Wisconsin Avenue

Pizza Movers 1618 Wisconsin Avenue

Pizzeria Paradiso 3282 M Street

Seafood

J Paul’s 3218 M Street

Luke’s Lobster Georgetown 1211 Potomac Street

Pier 2934 2934 M Street

Thai

Basil Thai Restaurant 1608 Wisconsin Avenue

I-Thai Restaurant & Sushi Bar 3003 M Street

Vietnamese

Miss Saigon Vietnamese Cuisine 3057 M Street

Vietnam Georgetown Restaurant 2934 M Street

Seasoned Coordinators Meeting Handout

SWOTS Template 1: Strengths, Weaknesses, Opportunities, Threats and Strategies


Strengths

Weaknesses

Opportunities

Threats

Strategies


SWOTS Template 2

Strengths, Weaknesses, Opportunities, Threats and Strategies

Strengths

Weaknesses

Opportunities

Threats

Strategies


Data Workshops

Session: Data 101

Excel Basics

These basic Excel features may make the workbook easier to navigate as you explore the data-related scenarios that follow.

Freeze Panes

Freezing panes allows you to always see the rows and columns containing important labels, no matter how far you scroll down or right.

To freeze panes (i.e., lock both rows and columns): 1. Click the cell below and to the right of the rows and columns that you want to keep visible when

you scroll. 2. On the View tab, click the drop-down arrow below Freeze Panes. 3. Click Freeze Panes.

Hide Rows and Columns

Hiding rows or columns help you focus on the data that are most important to you. For example, it

may be helpful to hide columns of data for the types of programs you do not fund in your State.

To hide rows and columns: 1. Highlight a row or column (or a selection of multiple rows or columns). 2. Right-click on mouse. 3. Click Hide.

Sort Data

Sorting data in Excel allows you to rank LEAs using specific indicators. For example, you can easily

identify your largest and smallest LEAs or identify which LEAs are performing well and which are

performing poorly in critical outcomes. There are two methods for sorting data:

To sort data (method 1): 1. Highlight all the data you want to sort (i.e., entire rows and columns of worksheet). 2. On the Home tab, click the drop-down arrow below Sort & Filter. 3. Click Custom Sort. 4. Use the drop-down menus to customize your sorting.

To sort data (method 2): 1. Highlight the row with the variable names (i.e., the first row). 2. On the Home tab, click the drop-down arrow below Sort & Filter. 3. Click Filter. A drop-down arrow will appear in the bottom right corner of the cell next to each

variable name of the first row. 4. Click on the arrow next to the variable name you want to sort your data by. 5. Select smallest to largest (or largest to smallest) based on preference for sorting.


Data Workshop Scenario 1

Sessions: Data 101 and Data 201

As you begin monitoring subgrantees based on risk, you decide that low rates of pre- and posttesting in reading are a factor you want to focus on when determining which LEAs with juvenile correction programs to monitor. You need to identify which subgrantees have low rates of reading pre- and posttest data.

Excel Instructions

1. Save a new version of the workbook. Click File.

Click Save As.

Rename file to include something about “pre-post test rank.”

2. Hide columns of data you don’t need. For example, if focusing on Juvenile Corrections in the JD JC OTH Ac Progress tab: Highlight columns B through AC.

Right click on mouse.

Click Hide.

3. Sort the data based on the percentage of students with reading pre- and posttest data (using Method 1). Highlight all the data you want to sort (avoid “Grand Total” row).

On the Home tab, click the drop-down arrow below Sort & Filter.

Click Custom Sort.

In drop-down menu, select: – Sort by: PCTJCreadprepostdata. – Sort On: Values. – Order: Smallest to Largest.

4. Use conditional formatting to identify low rates of testing data. Highlight column AE, which is labeled PCTJCreadprepostdata.

On the Home tab, click the drop-down arrow below Conditional Formatting.

Select Highlight Cell Rules.

Click Less Than…

Use menu to customize conditional formatting: – Format cells that are LESS THAN: 50%. – With: Light Red Fill with Dark Red Text.



Sessions: Data 101 and Data 201

During a needs assessment of your Part D programs, you want to compare programs with high rates of students earning high school course credits while in the facilities to those with low rates.

Excel Instructions

1. Copy and paste data into a new workbook. If focusing on Juvenile Corrections in the JD JC OTH Ac Progress tab: Highlight data in Column A (State Subpart 2 SY2013–14).

Right click on the mouse.

Click Copy.

Open a new (blank) workbook.

Copy and paste data into a new workbook.

Graph the data.

Identify National and State averages for comparison purposes.

Format the graph.

2. Graph the data. Highlight the data you want to graph.

On the Insert tab, click the drop-down arrow beside the Insert Column Chart icon.

Select Clustered Column.

3. Identify National and State averages for comparison purposes. National Average: Look up earned high school course credits on the United States Subpart 2 page on NDTAC’s

Fast Facts (http://www.neglected-delinquent.org/fast-facts/united-states?subpart=2). State Average: The State average for percentage of students who earned high school course credits in

juvenile corrections is in the Grand Total row.

4. Format the graph. If you are sharing the graph with others, you may want to do some of the following formatting: Change the title.

– Instructions about adding a title to a chart: https://support.office.com/en-us/article/Add-or-remove-titles-in-a-chart-4cf3c009-1482-4908-922a-997c32ea8250.

– When writing a title, include the indicator highlighted, the Subpart and program type, and the school year

Format axis to end at 100%. – Instructions about formatting the chart axis: https://support.office.com/en-

us/article/Change-the-scale-of-the-vertical-value-axis-in-a-chart-05973661-e56a-4486-a9f3-f9ce41df0021.

Add data labels. – Instructions about adding data labels: https://support.office.com/en-us/article/Add-or-

remove-data-labels-in-a-chart-884bf2f1-2e29-454e-8b42-f467c9f4eb2d.

Add the National and State averages to the graph as benchmark lines, for easy visual comparison. – Instructions about adding a benchmark line: http://stephanieevergreen.com/adding-a-

benchmark-line/.

http://www.neglected-delinquent.org/fast-facts/united-states?subpart=2

https://support.office.com/en-us/article/Add-or-remove-titles-in-a-chart-4cf3c009-1482-4908-922a-997c32ea8250

https://support.office.com/en-us/article/Add-or-remove-titles-in-a-chart-4cf3c009-1482-4908-922a-997c32ea8250

https://support.office.com/en-us/article/Change-the-scale-of-the-vertical-value-axis-in-a-chart-05973661-e56a-4486-a9f3-f9ce41df0021



https://support.office.com/en-us/article/Add-or-remove-data-labels-in-a-chart-884bf2f1-2e29-454e-8b42-f467c9f4eb2d

https://support.office.com/en-us/article/Add-or-remove-data-labels-in-a-chart-884bf2f1-2e29-454e-8b42-f467c9f4eb2d

http://stephanieevergreen.com/adding-a-benchmark-line/

http://stephanieevergreen.com/adding-a-benchmark-line/



Session: Data 201

Addressing disparities and disproportionalities in juvenile corrections has recently become a higher priority in your State, specifically the higher proportions of students who are Black and Hispanic in the deep end of the juvenile justice system. To help address this issue, you decide to examine the racial/ethnic makeup of the locally run juvenile correction programs receiving Part D funds as data available for comparison with the overall racial/ethnic makeups of the LEAs serving those facilities. You need to determine and compare the percentages of students who are Black and Hispanic within Subpart 2-funded local correctional facilities.

Excel Instructions

1. Copy and paste data into a new workbook. If focusing on Juvenile Corrections in the JD JC OTH Demographics tab: Highlight data in Column A (State Subpart 2 SY2013–14).


Click Copy.

Open a new (blank) workbook.

Select the top left cell in the new workbook.


Select Paste Values (icon of clipboard with subscript numbers 123).

Repeat Steps 1–7 for Columns AZ and BA (PCTJCBlack and PCTJCHisp).

2. Calculate a combined percentage of students who are Black and Hispanic.

Add new column header in Column D labeled “Percent JC Black and Hisp.”

In cell D2 write formula =SUM(B2:C2) – Alternative: Instead of writing B2:C2, you can use the mouse to click and drag the cells

you want to sum.

Copy formula from D2 into entire Column D. – Method 1:

Right click cell with the formula (D2), click Copy. Highlight rest of rows in Column D. Right click, click Paste.

– Method 2: Select the cell with the formula (D2). Rest your cursor in the lower-right corner so that it turns into a plus sign (+). Drag the + down. When you let go, the formula is automatically filled into the other cells.

3. Sort data by calculated combined percentage.

Highlight the row with the variable names (i.e., Row 1).

On the Home tab, in the Window group, click the drop-down arrow below Sort & Filter.

Click Filter. A drop-down arrow will appear in the bottom right corner of the cell next to each variable name of the first row.

Click on the arrow next to cell D1 “Percent JC Black and Hisp.”

Select Sort Largest to Smallest.


4. Use conditional formatting to determine low, middle, and high percentages of students who are Black and Hispanic.

Highlight data in Column D.

On the Home tab, in the Window group, click the drop-down arrow below Conditional Formatting.

Select Color Scales.

Choose a Color Scale: – For this activity we recommend one of the following:

Red – White – Green Color Scale Red – Yellow – Green Color Scale

5. Identify National and State averages for comparison purposes.

National Average: – Look up race/ethnicity table on the United States Subpart 2 page on NDTAC’s Fast Facts

and sum Black and Hispanic (http://www.neglected-delinquent.org/fast-facts/united-states?subpart=2).

State Average: – The State average for percentage of students who are Black and Hispanic in juvenile

corrections is in the Grand Total row of Column D.




Plenary I: Transition

Transition Plan Template (Adapted from D. Altschuler)

Exit and

Aftercare

Action Steps

Facility Staff

(Title/Name of

Responsible

Party)

Transition

Coordinator

(Title/Name of

Responsible

Party)

Probation or

Parole Officer

(Title/Name of

Responsible

Party)

School Staff

(Title/Name of

Responsible

Party)

Family

(Title/Name of

Responsible

Party)

Mentor

(Title/Name of

Responsible

Party)

Other

_________

(Title/Name of

Responsible

Party)

Other

_________

(Title/Name of

Responsible

Party)

Stage II A

Exit

(30 days before

to 14 days after

release)

Action Steps Action Steps Action Steps Action Steps Action Steps Action Steps Action Steps Action Steps

Transition Goal One

Transition Goal Two


Exit and

Aftercare

Action Steps

Facility Staff

(Title/Name of

Responsible

Party)

Transition

Coordinator

(Title/Name of

Responsible

Party)

Probation or

Parole Officer

(Title/Name of

Responsible

Party)

School Staff

(Title/Name of

Responsible

Party)

Family

(Title/Name of

Responsible

Party)

Mentor

(Title/Name of

Responsible

Party)

Other

_________

(Title/Name of

Responsible

Party)

Other

_________

(Title/Name of

Responsible

Party)

Stage II B and

III A

Aftercare

(15-90 after release)

Action Steps Action Steps Action Steps Action Steps Action Steps Action Steps Action Steps Action Steps

Transition Goal One

Transition Goal Two

Breakout I: Transition

Case Study


David

David is a 16-year-old male who arrived at a local juvenile justice secure care facility 18 months ago. He will be released within the next 2–3 months. The facility is approximately 60 miles from his mother’s two-bedroom apartment. His mother works two jobs to support David and his 12-year-old sister and is rarely home in the evenings or on weekends because of the demands of her jobs. His mother loves David and his sister and works hard to make sure that they have what they need to be happy and healthy.

Prior to incarceration, David had been enrolled in three different schools, partially because his mother moved the family from one neighborhood to another to try to raise her children in a safer environment (both home and school environments). David was expelled from one of his schools 2 years prior to incarceration and suspended for fighting with a classmate in the lunchroom during the school year of his incarceration. David reported that he did not feel a part of any school in the community and was not engaged in extracurricular activities prior to his arrest. While serving his out-of-school suspension, David and his friends stole a car and burglarized a residence. He was adjudicated delinquent and placed in the custody of the State juvenile justice agency.

To date, David has earned 15 of the 24 credits needed to graduate from high school. He was assessed at the age of 8 or 9 with an emotional/behavior disorder significant enough that it interferes with his educational outcomes, and he has always struggled with reading and language arts. He received special education academic services and behavioral supports for approximately 7 years. David’s transcript shows that he barely passed many of his core academic classes, with his lowest grade being in English. His school attendance was marginally acceptable.

David has done very well while in school at the facility and continues to work toward his high school diploma. His grades are all C’s or better. He participates in class activities and the facility-wide behavior management program, and his individual behavior plan has been effective in assisting David with the behavioral supports necessary for him to be successful in school and on the unit. He was administered a career interest inventory at admission and has shown an interest in hands-on careers as well as computer technology. He is enrolled in a vocational career exploration class focusing on food service handling, and his teacher reported that he is one of the top students in the class.

While incarcerated, David was diagnosed with major depression and substance abuse disorders. He was placed on medication for the mental health concerns but has not always complied with his medication regimen. Facility school staff and family members have noted improvement in David’s behavior since he was placed on medication and began participating in treatment and therapy programs. During a recent individual treatment session with his counselor at the facility center, David shared that he had been exposed to a number of traumatic events, including witnessing the violent murder of a friend. He indicated that he often has trouble sleeping because of these traumatic events.

David has expressed an interest in computers and said he enjoys playing video games with his friends. In 4 months, he will turn 17 years old, and he wants to share an apartment with friends instead of returning home to live with his mother and sister. Because of the nature of his offense, he is expected to be under a probation or parole officer’s supervision for up to 12 months after his release. He has completed a treatment program and met all his treatment goals at the secure care facility, including a specialized anger management program.


Neglected and Delinquent Youth Technical Assistance Center

Conference

Updates from the Office of Career, Technical, and Adult Education

Trump Administration participation in correctional education

Secretary DeVos visited a correctional facility as part of National Reentry Week:

https://www.ed.gov/news/press-releases/secretary-education-betsy-devos-recognizes-national-

reentry-week-montgomery-county-correctional-facility-maryland

In recognition of National Reentry Week, on April 26, 2017, U.S. Secretary of Education Betsy DeVos

visited Montgomery County Correctional Facility in Boyds, Maryland, to learn about the facility’s

education programs.

New Improved Reentry Education tools

The Improved Reentry Education (IRE) project support demonstration projects in prisoner reentry

education that develop evidence of reentry education’s effectiveness. IRE seeks to demonstrate that

high-quality, appropriately designed, integrated, and well-implemented educational and related

services—provided in institutional and community settings—are critical in supporting educational

attainment and reentry success for previously incarcerated individuals. The Office of Career, Technical,

and Adult Education is expecting to release several tools that were developed through this project which

may be of interest to NDTAC coordinators. This includes tools focused on career pathways, evaluation,

needs assessments, strategic partnerships, and program assessments. Also included are two case studies

looking at the effect of correctional education on individuals.

When these tools are posted, they will be available here: https://lincs.ed.gov/reentryed/

https://www.ed.gov/news/press-releases/secretary-education-betsy-devos-recognizes-national-reentry-week-montgomery-county-correctional-facility-maryland

https://www.ed.gov/news/press-releases/secretary-education-betsy-devos-recognizes-national-reentry-week-montgomery-county-correctional-facility-maryland

https://lincs.ed.gov/reentryed/


Non-degree credentials in correctional education report

This report is on programs that prepare individuals for non-degree credentials in adult correction

facilities. Focusing on feedback from individuals in 81 states correctional facilities, this report provides

examples of job training programs that states are implementing and is available at this link:

http://ctecenter.ed.gov/reports/nd_correctional_ed

Existing Department of Education resources

The Perkins Collaborative Research Network (PCRN) provides resources and tools for state directors and

state staff who administer career and technical education, and is available at this link http://cte.ed.gov/.

A useful resource is the state profiles, http://cte.ed.gov/grants/state-profiles, which contains contact

information for state directors of career and technical education. Connecting with these state directors

and their staff is an excellent way to learn more about available resources in your state.

Sean Addie

Director of Correctional Education

United States Department of Education

[email protected]

1 Indiana, Kansas, Maryland, Michigan, North Carolina, Ohio, Oregon, and Vermont.

http://ctecenter.ed.gov/reports/nd_correctional_ed

http://cte.ed.gov/

http://cte.ed.gov/grants/state-profiles

mailto:[email protected]


NOTES

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