Family and Community Engagement

This brief is designed to help State Coordinators, grantees involved in data collection or analyses, and personnel involved in the design of funded programs learn how to access, assess, and use their program data to achieve the outcomes that they have set for youth within their State or locality.

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 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.

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.

Research has demonstrated that adolescents with a high-quality supportive adult in their lives are more likely to enroll in post-secondary education often resulting in a happy and more productive adulthood. Mentor programs can provide that supportive adult that so many youth who are involved in...

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. Download (PDF) ...

The U.S. Department of Education, in partnership with the U.S. Department of Justice’s Office of Juvenile Justice and Delinquency Prevention, announced today $5.7 million in new grants aimed at improving outcomes for students who have been involved in the criminal justice system. The Department also...

The Family Engagement Inventory (FEI) is designed to assist professionals in child welfare, juvenile justice, behavioral health, early education, and education learn more about how family engagement is defined and implemented across these fields of practice. ...

The Office of Juvenile Justice and Delinquency Prevention (OJJDP) Model Programs Guide is a database of over 200 evidence-based programs. This database can be used to find programs that cover a continuum of youth services from prevention through reentry. ...