Overcoming Common Challenges: Tips on Engaging Families at Juvenile Justice Facility Schools

1. Overcoming Common Challenges: Tips on Engaging Families at Juvenile Justice Facility Schools

2. 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 • LiaVenchi, Teacher/Literacy Specialist, Stadium View School Question and Answer Session

6. 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 Intensive: 3rd Tier Selective: 2nd Tier Universal: 1st Tier Special efforts for a few families Additional supports to boost some families Opportunities afforded to 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

14. Translating Family Engagement Tips into Successful Practice Brenda Johnson, Transition Coordinator, Stadium View School Lia Venchi, Teacher/Literacy Specialist, Stadium View School

15. About Stadium View SchoolMinneapolis Public SchoolsHennepin County Juvenile Detention Center • 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

16. Connecting with Family • Sunday visitation • “Meet and Greet” with community partners • Classroom “Meet and Greet” with follow-up phone call home • Parent Council monthly meetings • Calendar

17. How Families Connect with Us • Transition Specialist as point person • Student referral • Lobby display • Facility supervisors • Community partners

18. Facilitating Parent Visits • Community Showcase (celebrate student success) • Court support • Freedom School Showcase • Evening student debates • IEP meetings • Parent Council meetings

19. Tips for Engaging Families • Facilitate transportation, childcare stipends, meeting dinners • Home visits • Connect and facilitate community to support student and family • Build trust through relationships

20. Building 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

21. Effective Communication • 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

22. Sharing Information • IEP meetings include teachers, support staff, student and family members • Letters and phone calls announce events and meetings • 15 day academic report

23. Providing Opportunities for Visits • 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)

24. Ensuring Staff Meet Needs • 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

25. Contact Information Brenda Johnson, Transition Specialist Work: 612.543.0762 Cell: 612.490.5249 Larry Lucio, Principal Work: 612.596.1158 Lia Venchi, Teacher Cell: 651.247.1908