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How Can We Improve School Discipline?

September 2013
This article from Educational Researcher surveys three approaches to improving school discipline practices and student behavior: ecological approaches to classroom management; schoolwide positive behavioral supports; and social and emotional learning. The article examines the roots of and supporting...

School-Based Wraparound and Its Connection to Positive Behavior Interventions and Supports: A Component of Safe/Effective Schools for All Students

September 2013
By building partnerships with schools, families, and community agencies, wraparound services and programs help youth achieve established goals and transition back into their home communities. The author provides readers with a basic understanding of the wraparound process by describing its basic ele...

NDTAC Practice Guide: Early Learning Is Essential: Addressing the Needs of Young Children Potentially at Risk for System Involvement

July 2014
NDTAC’s newest practice guide examines the principle that early learning is essential for children; it focuses on helping them avoid involvement in the juvenile justice and/or child welfare systems. These practices address the importance of early identification of children who may be vulnerable to i...

Correctional Education Guidance Package for Serving Juvenile Justice System-Involved Youth

December 2014
Secretary Arne Duncan and U.S. Attorney General Eric H. Holder have released a Correctional Education Guidance Package to help states and local agencies strengthen the quality of education services provided to America’s estimated 60,000 young people in confinement every day. This guidance ...

Guiding Principles for Providing High-Quality Education in Juvenile Justice Secure Care Settings

December 2014
This document, Guiding Principles for Providing High-Quality Education in Juvenile Justice Secure Care Settings, outlines five principles and supporting core activities to improve education practices or implement new ones. Authored jointly by the U.S. Departments of Education and Justice, the guide ...

Dear Colleague Letter on Access to Federal Pell Grants for Students in Juvenile Justice Facilities

December 2014
This Dear Colleague Letter on Access to Federal Pell Grants for Students in Juvenile Justice Residential Facilities, issued by ED’s Office of Postsecondary Education, provides campus financial aid professionals the eligibility requirements for youth residing in juvenile justice facilities to apply f...

NDTAC Guide: Family Guide to Getting Involved in Your Child's Education at a Juvenile Justice Facility

December 2014
This guide presents practical strategies that a family can use in building a relationship with their child's facility school program and keeping their child on track to complete school and become a successful young adult. This guide is both a stand-alone document and Tool 1 in NDTAC's Facility Toolk...

NDTAC Toolkit: Facility Toolkit for Engaging Families in Their Child's Education at a Juvenile Justice Facility

December 2014
This expanded version of NDTAC's previous guide to family involvement provides multiple tools for facilities looking to better engage families. Tools 1–5 are intended for distribution to students' families. Tools 6–8 are intended for use by facility staff. All are customizable to meet the unique nee...

NDTAC Guide: Making It Count: Strategies for Improving Mathematics Instruction for Students in Short-Term Facilities, 2nd Edition

October 2018
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.

Community Day Programs

October 2019
This profile covers the basics, including a broad overview of a typical community day program (not inclusive of all types of community day programs), followed by a short description of the statutory and regulatory relevance of community day programs to the Part D program.

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