NDTAC has compiled a list of links to Federal agencies, States, and national organizations that have dedicated webpages with COVID-19 related information. This page attempts to provide a centralized location to access these frequently asked questions and other information relevant to education and the field in general.
Teaching and Learning
This section includes information on a variety of areas related to teaching and learning in settings for youth who are neglected, delinquent, or at risk, including instruction within the content areas, teacher recruitment, retention and professional development, academic support services, and serving youth with special needs.
Overview
Resources: Students with Special Needs
Resources: Academic Support Services
Resources: Teaching & Learning in the Content Areas
Related Resources
Overview
School and classroom environments can have a significant effect, both positive and negative, on the academic success of students who are neglected, delinquent, and at risk of educational failure. Many students within these settings experience factors that can impede their academic success, including learning disabilities, mental health issues, and/or trauma in their lives. Creating highly structured and supportive learning environments and providing development and training opportunities for teachers and staff can make a profound difference in students’ ability to thrive academically and socially.
Title I, Part D, can play an important role both in supplementing schools’ quality core education with programs and practices aimed at meeting students’ needs and also in supporting the teachers, tutors, mentors, counselors, and others who work with and challenge the students every day.
Featured Resources
This guide is the second edition of the Making It Count publication, first published by NDTAC in 2010, and updates the information to include strategies for using project-based learning and Web-based instructional programs to support the development of mathematics proficiency for youth in short-term juvenile correctional facilities.
In this update to the 2010 Literacy Guide, administrators and teachers are provided strategies on increasing opportunities for students in juvenile justice facilities to improve their literacy skills, ultimately increasing the likelihood of positive outcomes in the youth’s future.
This issue brief addresses features of juvenile detention facilities as well as the characteristics of youth who find themselves in detention centers. The authors, Peter Leone and Carolyn Fink offer three overarching principles of educational programming for youth in detention and provide a description of flexible and high quality educational services in short-term juvenile justice facilities.
This brief, an update to the 2008 version, focuses on the four conditions for learning: 1) safety, 2) support, 3) social and emotional learning, and 4) engagement and challenge.
Students with Special Needs Resources
The National Center for Learning Disabilities (NCLD) recently released a report that may be informative for State coordinators and partners in the NDTAC community: Unlocking Futures: Youth With Learning Disabilities and the Juvenile Justice System. This report addresses how youth with disabilities and learning disabilities in particular are disproportionately impacted by, and involved in, the juvenile legal system. As NCLD highlights, students with disabilities are almost three times more likely to be arrested than their nondisabled peers, and are estimated to make up between 30-60% of incarcerated youth. This phenomenon is even more severe for youth with disabilities who come from communities who are black, indigenous, and people of color. The report provides policy recommendations for addressing system challenges.
Website
Features from the Field is a monthly series of resources compiled by NDTAC in partnership with The Department of Education on topics relevant to Title I, Part D State coordinators. This month's resources focus broadly on Social and Emotional Learning (SEL) in at-risk and juvenile justice settings, and cover strategies and recommendations for prevention and intervention within those settings using the tenets of SEL.
This resource is the third in a series of three NDTAC Tipsheets that aim to address transition for youth who are incarcerated during COVID-19. This tipsheet will provide a summary of the main barriers to successful transitions and IEP implementation during the pandemic, as well as related strategies that may be useful to staff within juvenile justice facilities and local education agencies (LEAs) when supporting transitions for students with disabilities now and during future emergencies. Please additionally see Tipsheet #1: Effective Transition Back to School During COVID-19 and Tipsheet #2: Youth Who are Incarcerated: Transitions and Technology Use for additional information.
In this update to the 2010 Literacy Guide, administrators and teachers are provided strategies on increasing opportunities for students in juvenile justice facilities to improve their literacy skills, ultimately increasing the likelihood of positive outcomes in the youth’s future.
This issue brief from NDTAC defines foundational concepts related to the implementation of multi-tiered systems of support (MTSS) in residential juvenile facilities. It describes promising research and provides steps and considerations to review when making adaptations during the planning and implementation of an MTSS in facilities. It also highlights three programs that exemplify key concepts covered in the brief, such as obtaining youth and staff buy-in and measuring outcomes.
Access to high-quality education for youth is critical to their long-term success as adults. Youth in juvenile justice secure care facilities, however, too often do not have access to the high-quality education and related supports and services that they need, particularly youth with disabilities residing in such facilities.
This Dear Colleague Letter on Individuals with Disabilities Education Act for Students with Disabilities in Correctional Facilities, issued by ED’s Office of Special Education and Rehabilitative Services, clarifies state and public agency obligations to provide a free, appropriate public education to eligible students with disabilities who reside in correctional facilities.
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The National Clearinghouse for English Language Acquisition & Language Instruction Educational Programs (NCELA) supports the U.S. Department of Education's Office of English Language Acquisition, Language Enhancement, and Academic Achievement for Limited English Proficient Students (OELA) in its mission to respond to Title III educational needs, and implement NCLB as it applies to English language learners (ELLs).
Website
NASDSE provides services to state agencies to facilitate and maximize educational outcomes for individuals with disabilities.
Academic Support Services Resources
This document lists the information that needs to be collected for Title I, Part D Federal collection, including data that are required through EDFacts and the Consolidated State Performance Report (CSPR).
This resource summarizes the changes to EDFacts Title I, Part D program data and explains how to review relevant documents regarding the changes.
This resource is the third in a series of three NDTAC Tipsheets that aim to address transition for youth who are incarcerated during COVID-19. This tipsheet will provide a summary of the main barriers to successful transitions and IEP implementation during the pandemic, as well as related strategies that may be useful to staff within juvenile justice facilities and local education agencies (LEAs) when supporting transitions for students with disabilities now and during future emergencies. Please additionally see Tipsheet #1: Effective Transition Back to School During COVID-19 and Tipsheet #2: Youth Who are Incarcerated: Transitions and Technology Use for additional information.
In this update to the 2010 Literacy Guide, administrators and teachers are provided strategies on increasing opportunities for students in juvenile justice facilities to improve their literacy skills, ultimately increasing the likelihood of positive outcomes in the youth’s future.
This brief, an update to the 2008 version, focuses on the four conditions for learning: 1) safety, 2) support, 3) social and emotional learning, and 4) engagement and challenge.
Teaching & Learning in the Content Areas Resources
Website
This brief is intended to assist district leaders and school administrators -both at the district and school level- who are seeking to implement strategies designed to help students find meaning and build a lasting connection to their education. NDTAC is focused and committed to engagement in the classroom so every student can find educational success and acceptance.
This NDTAC issue brief, Enhancing Facility-based Education Programs Through Digital Learning, expands on prior ED/DOJ guidance for providing high-quality education in juvenile justice secure care settings as the brief underscores the importance of integrating technology to enhance digital learning opportunities that may lead to positive academic outcomes for youth in secure care settings.
This guide is the second edition of the Making It Count publication, first published by NDTAC in 2010, and updates the information to include strategies for using project-based learning and Web-based instructional programs to support the development of mathematics proficiency for youth in short-term juvenile correctional facilities.
Related Resources
