Coordination and Collaboration

This NDTAC Family Engagement Toolkit provides useful templates for facilities to use to engage families in their child’s education. Tools 1–4 are intended for distribution to students' families, and tools 5-7 are intended for use by facility staff. All tool/templates are customizable to meet the unique needs of each facility and the families it serves.

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.

This resource is the first in a series of three NDTAC Tipsheets that aim to address transition for youth who are incarcerated during COVID-19. This tipsheet may be best suited to assist State superintendents and school administrators seeking to implement transition strategies within their State. Under the purview of the U.S. Department of Education Title I, Part D program, strategies to assist the transition of youth who are incarcerated can be supported with Subpart 1 and Subpart 2 funds. Please additionally see Tipsheet #2: Youth Who are Incarcerated: Transitions and Technology Use and Tipsheet #3: Youth Who are Incarcerated: Transitions and IEP Implementation for additional information.

This NDTAC COVID series Tip Sheet, Justice-Impacted Youth Transitions and Technology Use, expands on prior ED/DOJ guidance for providing high-quality education in juvenile justice secure care settings as the Tipsheet underscores the importance of integrating technology to enhance digital learning opportunities that may lead to positive transition/academic outcomes for youth. This resource is the second in a series of three NDTAC Tipsheets that address Transition for Youth who are Incarcerated During COVID-19. Please additionally see Tipsheet #1: Effective Transition Back to School During COVID-19 and Tipsheet #3: Incarcerated Youth Transitions and IEP Implementation.

State coordinators must make educated decisions on allowable use of funds under Title I, Part D. To make an informed decision, State coordinators should familiarize themselves with the Federal Cost Principles stated in the Uniform Guidance 2 C.F.R. §§ 200.400. Additionally, they must ensure the use of funds meets program goals and are allowable expenditures under Title I, Part D. This resource provides an overview of these principles. This resource helps walk State coordinators through the four basic steps of approving funds.

In this four-part series, several former, long-time Title I, Part D (TIPD) coordinators were asked to share the insights they gained and the strategies they developed while overseeing their State’s funding for the education of children and youth who were neglected, delinquent, and at risk. Specifically, TIPD coordinators reflect on the importance of collaboration, staff development, data collection, and monitoring.

In this four-part series, several former, long-time Title I, Part D (TIPD) coordinators were asked to share the insights they gained and the strategies they developed while overseeing their State’s funding for the education of children and youth who were neglected, delinquent, and at risk. Specifically, TIPD coordinators reflect on the importance of collaboration, staff development, data collection, and monitoring.

In this four-part series, several former, long-time Title I, Part D (TIPD) coordinators were asked to share the insights they gained and the strategies they developed while overseeing their State’s funding for the education of children and youth who were neglected, delinquent, and at risk. Specifically, TIPD coordinators reflect on the importance of collaboration, staff development, data collection, and monitoring.

Features an evidence-based program that has thrived for almost 20 years in providing various high quality mentoring services to incarcerated youth who are at high risk.

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Explores a reentry program directed at supporting incarcerated youth by providing mentors as role models and focusing on addressing key obstacles to reentry, employment and education.

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Youth who are neglected or delinquent (N or D) have wide-ranging needs and are often served in programs funded by a number of intersecting Federal agencies and systems. Gaining awareness of these Federal efforts—and the data sources contained within them—can help promote collaboration, inform programming and policy changes, and strengthen coordination of services at the State and local levels. This tip sheet provides an overview of relevant Federal offices and programs as well as data sources that can be used to support State- and local-level decisionmaking and planning efforts.

This publication outlines the Comprehensive Community Planning process developed by two U.S. Department of Justice officials and its results as tested in several communities nationwide. The goal of the process is to refocus attention on prevention and early intervention as important parts of a comprehensive youth crime strategy. The article provides an overview of the process and chronicles the experiences with it in each trial community, including process outcomes, new programs, and new legislation reflecting the Comprehensive Community Planning ideals.