November 2006

Dropout Prevention, Transition, and Innovative Education Strategies

1. Brief : Keeping Struggling Students in School: Recommendations for Interventions in Early High School

For many students who are at-risk of dropping out, tenth grade is a pivotal year. Academic gains and losses during this critical period can play a key role in determining if a student will stay or leave school. MDRC’s summary of new studies on drop-out prevention reveals that rigorous, short-term programs that focus on improving the academic skills of struggling 9 th and 10 th graders can help those students stay in school. Take a look at MDRC’s brief list of strategies that appear to improve students short and long term academic outcomes. Full text of the referenced studies are also available on the MDRC Web site.

To view this resource, visit http://www.mdrc.org/area_issue_15.html

2. Article : Push to Win Back Dropouts

This article, published in the Christian Science Monitor, explores the types of alternative programs that many States are now offering to re-connect drop-outs with jobs and education. Also discussed are the results of one study by the National Youth Policy Forum, who found a common theme among the most effective programs. Says National Youth Policy Forum Senior Program Associate Nancy Martin, “The best programs didn't try to replicate high school but offered scheduling flexibility, connections to jobs, and structure.”

To view this resource, visit http://www.csmonitor.com/2006/0905/p01s02-ussc.html

3. Conference: Educating Troubled Children/Youth: Innovative Approaches,
Alternative Settings, and Multidisciplinary Collaboration Resulting in
Positive Outcomes

Las Vegas, NV
February 9-10, 2007

This forum was formed in response to the international concern for providing quality services, within a safe and nurturing educational environment, for a diverse population of children/youth with challenging behaviors. The forum will focus on practical issues and solutions to promote positive educational outcomes and much more! 

To find out more information on program content and logistics, visit http://www.unt.edu/behavioraldisorders/ccbdforum2007/index.html

4. Brief : A Difficult Passage: Helping Youth with Mental Health Needs Transition into Adulthood

“Across all disability groups, youth with mental health conditions have the worst long-term outcomes if you look at employment, incarceration and post-secondary education,” states Dr. Rusty Clark, director of the Systems Development and Evaluation Team at the National Center on Youth Transition in Behavioral Health, in Tampa, Florida . In this brief by the National Conference of State Legislations, author Michelle Herman discusses how the efforts of Dr. Clark and others are helping fight this statistic and improve outcomes for youth with mental health issues. Herman gives a brief synopsis of the promising fiscal and social outcomes of model programs in Vermont and Connecticut, among others.

To view this resource, visit
http://www.ncsl.org/programs/health/forum/youthmentalneeds.htm

5. Reviews : Reviews from the What Works Clearinghouse: Dropout Prevention and Character Education

For a quick overview of a range of drop-out prevention programs, take a look at the U.S. Department of Education’s What Works Clearinghouse (WWC) Web site. The site reviews 14 drop-out intervention programs; for each program the site includes a brief program description, an evaluation of what evidence is available on program effectiveness, program cost, and who to contact for more information about the program.

To view this resources, visit http://www.whatworks.ed.gov/

September 2006

Special Education, Health Care, and Foster Care Student Resources

1. Web site: Individuals with Disabilities Education Act (IDEA) Resources
The Office of Special Education Programs (OSEP) has created a new Website with resources on IDEA 2004 and new regulations released in August, 2006.  It contains links to various documents, including topical briefs and information on upcoming events, alignment with No Child Left Behind, and specialized services.

Two resources that may be especially useful include:

• An overview of new 2006 IDEA regulations: http://idea.ed.gov/explore/view/p/%2Croot%2Cregs%2C
• Information on public meetings that will provide communities with an opportunity to review the new regulations and learn about IDEA-related supports and resources. http://www.rrfcnetwork.org/component/option,com_extcalendar/Itemid,383/extmode,cat/cat_id,12

To view the site’s homepage, visit http://idea.ed.gov/explore/home

2. Web site: Obesity Resources for Schools, Parents, and Students
The primary goals of the Alliance for a Healthier Generation include using school resources to address the causes of childhood obesity and promoting healthier lifestyles for children and youth. As obesity has been linked by the American Heart Association with negative mental and emotional conditions such as depression and poorer life quality, system of care communities may benefit from the resources provided to schools, parents, students, and health care professionals. To view resources available on the Alliance’s Web site, visit http://www.healthiergeneration.org/engine/renderpage.asp?pid=s010

To view the American Heart Association’s Scientific Statement, including the association of obesity and depression, visit http://circ.ahajournals.org/cgi/content/full/111/15/1999?ck=nck

3. Legislative Summary: New Legislation to Provide Health Care in Schools
Bridges for Kids provides an overview of new legislation, entitled "Protecting Children's Health in Schools Act of 2006," introduced to assist in the provision and funding of school-based health care. This summary states, “This act sets forward clear guidelines in the statute for providing and receiving reimbursement for medical care in schools, rather than put schools, families, and their disabled children, and States in a situation where they are uncertain whether or not these medically-necessary services and related administrative and transportation costs will be covered under Medicaid.” The act provides for services to help ensure that children are “mentally and physically able to learn in the most appropriate setting.”

To download this summary, visit http://www.bridges4kids.org/Schoolssummary-Forintroduction.pdf

4. Guide. Educational Resources for Foster Care Students
The National Child Welfare Resource Center on Legal and Judicial Issues Web site provides a number of resources focused on helping improve educational information-sharing and records transfer for foster-care children. One of the guides available on the site, Mythbusting: Breaking Down Confidentiality and Decision-Making Barriers to Meet the Educational Needs of Children in Foster Care, includes answers to typical questions asked by parents, foster parents, and youth, as well as case-workers and legal representatives working within the child welfare system.

Download this guide at http://www.abanet.org/child/rclji/education/home.html#11.

Take a look at other resources available on the National Child Welfare Resource Center Web site at http://www.abanet.org/child/rclji/education/home.html#11

July 2006

Drop-Out Prevention Resources, Part II

LA Times High-School Drop Out Series:
In early 2006, the Los Angeles Times ran a series of articles discussing the various issues surrounding high school drop-outs. These articles focus on Los Angeles schools and students, but their examination of the causes and effects of leaving school includes a look at the national educational context. Through the voices of teenagers who have dropped out or considered doing so, these articles map the road that leads many students to leave school and hints at the future that awaits young people who never receive a high-school degree. This three part series includes:

• Part One: Back to Basics: Why Does High School Fail So Many?
  http://www.latimes.com/news/education/la-me-dropout29jan29,0,6750397.story
• Part Two: Algebra: A Formula for Failure in L.A. Schools
  http://www.latimes.com/news/education/la-me-dropout30jan30,0,3211437.story
• Part Three: Trail to Graduation: 'It's Like You're Climbing Everest'
  http://www.latimes.com/news/education/la-me-dropout3feb03,0,6111121.story

An Overview of Alternative Education:
Proponents of alternative education argue that some students, such as those with special education needs, who have dropped out of high school, or who have been involved in the juvenile justice system, require educational opportunities that only be provided outside of community high schools. These alternative programs, working outside of the regular high school curriculum, can help foster practical skills that have direct application to the workplace. In An Overview of Alternative Education, published by the Urban Institute, author Laudan Y. Aron “looks at policies and funding streams that help states and communities replicate and expand alternative learning opportunities for the approximately 3.8 million youth who are not in school, do not have a diploma, and are not working.” View this report at:
http://www.urban.org/publications/411283.html

Leaving Boys Behind: Public High School Graduation Rates*:
This report, released by the Manhattan Institute in April, 2006, reviews the latest National data surrounding student drop-outs. The executive summary contains a number of key findings, such as a demographic crosswalk that indicates that the gender gap in graduation rates is larger for minority populations. It also includes information on overall graduation rates and State and school district rankings. View this report at:
http://www.manhattan-institute.org/html/cr_48.htm
 
The Adult Lives of At-Risk Students: The Roles of Attainment and Engagement in High School*:
Released by the National Center for Education Statistics (NCES) in March, 2006, this report examines whether or not high school engagement and academic achievement is a predictor of success for at-risk students in their adult lives. Students were characterized as “at-risk” based on their race/ethnicity and socio-economic status, not on “behavioral” indicators, such as attendance or attitude. Behavioral indicators were instead used to determine whether or not students were more or less engaged in academics and school environments. Indicators of “success” included outcomes for post-secondary education, employment, and income as a young adult. Not surprisingly, at-risk students who did not complete high school were among the least likely young people to achieve success across all indicators. To download this report, visit: http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2006328

The Silent Epidemic: Perspectives on High School Dropouts*:
“Why do a third of American high school students leave school without a diploma? What might help keep them in school, engaged and learning?” These questions are addressed by the new Gates Foundation report, The Silent Epidemic: Perspectives on High School Dropouts. The report is the result of a March 2006 survey that asked approximately 500 students why they dropped out and what might have kept them prevented them from doing so. To download the summary and/or the full report, visit:
http://www.gatesfoundation.org/Education/TransformingHighSchools/
RelatedInfo/SilentEpidemic.htm

*These resources were featured in the May email newsbrief, E-News, published by the National Center on Secondary Education and Transition (NCSET). NCSET is funded by and partners with the U.S. Department of Education, Office of Special Education Programs, and cooperative agreement #H326J000005. Visit the NCSET Web site at: http://www.ncset.org/.

May 2006

Truancy Mediation and Reconnecting Out-of School Youth

Online Resources:

1. SMART Brochure Overview of Truancy Mediation
For a succinct definition of truancy mediation, take a look at the School Mediation Actively Reducing Truancy (SMART) brochure, produced by a collaborative of social service agencies in Williamsburg/James City County, Virginia. This document also gives a quick overview of the negative consequences of truancy and the positive effects of mediation. View this resource at: http://www.james-city.va.us/pdf/comsvcs/ccjb/truancy%20mediation%20flyer%20dec%2002.pdf

2. ERIC Truancy Intervention Strategies
The Educational Resources Information Center (ERIC) produced a summary of truancy intervention strategies, including truancy mediation. Take a look at their September 2003 Digest, available at:
http://www.ericdigests.org/2004-2/truancy.html

3. Wilder Research Center Review of Effective Truancy Prevention
The Wilder Research Center’s review of effective truancy prevention and intervention programs takes a look at recent research to determine what does and does not work in addressing truancy. Although the term “truancy mediation” is not mentioned, some of the promising programs include strategies involved in truancy mediation, such as convening school/parent/student teams and conducting counseling sessions to address the underlying causes of truancy. The report states, “Many of the truancy intervention programs reviewed here involve a multi-pronged approach that combines school-based and community interventions. Some also involve the courts, particularly in requiring participation in diversion programs. In addition, much research has focused on factors outside of the individual truant child, such as factors that motivate youth to attend school.” To view this resource, visit:
http://www.wilder.org/download.0.html?report=759

4. The National Center for State Courts List of State Programs
The National Center for State Courts includes a Web portal for links to truancy mediation programs in 17 States and in Tribal jurisdictions. This site also includes links to grant opportunities for truancy mediation in these States. Visit this resource at: http://www.ncsconline.org/WC/CourTopics/StateLinks.asp?id=57

5. American Youth Policy Forum Report on Reconnecting Out-of-School Youth
The American Youth Policy Forum Web site describes their new report:
“Whatever It Takes: How Twelve Communities Are Reconnection Out-Of-School Youth documents what committed educators, policymakers, and community leaders across the country are doing to reconnect out-of-school youth to the social and economic mainstream. It provides background on the serious high school dropout problem and describes in-depth what twelve communities are doing to reconnect dropouts to education and employment training. It also includes descriptions of major national program models serving out-of-school youth.” View this resource at:
http://www.aypf.org/publications/WhateverItTakes.htm

Program Examples:

For examples of truancy mediation programs in action, take a look at information on a variety of programs underway in Ohio, Florida, Utah, and California.

Ohio: Ohio Commission on Dispute Resolution & Conflict Management offers a Truancy Prevention Through Mediation Program. You can find information on initial results in their Final Evaluation Report for the 2000 - 2001 school year. The Report states, "During the 2000-2001 school year, the Truancy Prevention through Mediation Program was utilized in seven counties and 58 elementary and middle schools. In total, over 1,700 mediations were scheduled this school year. In each of the counties, a significant reduction in the number of absences and tardies was demonstrated for those students/families that participated in the program. Furthermore, Truancy Prevention through Mediation Program participants had extremely positive outlooks regarding their satisfaction with the mediation, feeling validated during the mediation, and recognizing mediation as a viable tool for resolving similar issues in the future." Take a look at the highlights from the report here:
http://www.disputeresolution.ohio.gov/cc/truancysummary.htm
The site also provides an overview of program philosophy and process at: http://www.disputeresolution.ohio.gov/Brochures/truancybrochure.htm

Florida, Broward County: Broward County, Florida offers the Broward Truancy Intervention Program. The Student Conduct Guidebook for Broward County Schools includes information on addressing habitual truancy. The guidebook includes instructions for early intervention, including convening a “child study team” if a student seems to be caught in a pattern of nonattendance. If the team decides to move forward, a meeting with the student’s parents is mandatory. The guide states that, “Although this meeting will focus on remediating the underlying causes of nonattendance, parents will also be provided with information regarding the potential consequences to both the student and the parent for continued nonattendance.” Attendance and parental notifications are tracked by computer. For information on truancy intervention services, take a look at the Broward County Schools Web site at:
http://www.broward.k12.fl.us/STUDENTSUPPORT/sswad/HTML/tis.htm

Utah: In Utah, truancy mediation is offered as an alternative to involvement in juvenile court. The Utah Courts Web site reviews the philosophy of their truancy mediation program, as well as contact information for requesting additional information on the program and how you can become involved. Truancy mediations are conducted through a “team approach,” including a mediator, the student, parents, and school personnel. The Web site provides the following information on the Utah process:
• Truancy mediations are held at the student's school in a private room with everyone involved sitting around a table.
• Usually the mediator will spend time alone with the student, the parent and the school to allow people to share privately and brainstorm possible solutions.
• When possible solutions have been identified, the group is brought together to discuss and finalize solutions in the form of an agreement.
To view information on this program, visit:
http://www.utcourts.gov/mediation/victim.htm

California, Monterey County: The Monterey County Office of Education Web site lists requirements for school participation in the truancy mediation program, including adoption of a uniform attendance policy, written records of all actions, and written notification to parents of students’ attendance record at the beginning of each term. This site also includes downloadable forms in English and Spanish for informing parents and guardians of their child’s truancy. Visit this site at:
http://www.monterey.k12.ca.us/
alternative_education/truancy_mediation.htm

March 2006

Community Resource Hubs

A “community resource hub” is a place where students, parents, educators, health care professionals, and other members of the community can come together to share resources, find information, and build partnerships. These hubs can exist virtually, on the internet, or physically, in a school or community center. Take a look at the following list of resources to find general information on building and enhancing community resources and building school-community-mental health partnerships. In addition, some of these resources provide information on the specific services and collaborative activities of currently implemented State and Community Resource Hubs.

General Information:

1. Harvard Family Research Project's (HFRP)

Find HFRP's family, school, and community publications online at:
http://www.gse.harvard.edu/hfrp/pubs/pubslist.html#FSCHead
(Thanks to Jothi Themozhi for this resource)

2. UCLA School Mental Health Project

Find materials, guides, and links that address the Center’s goal of increasing “(a) the availability of and access to resources to improve and advance mental health in schools, (b) the capacity of systems/personnel, and (c) the role of schools in addressing mental health, psychosocial, and related health concerns.” Access these resources online at:
http://smhp.psych.ucla.edu/

State and Community Information:

1. Fort Worth , TX: Integrated School District (ISD) Family Resource Centers

“The Fort Worth ISD Family Resource Centers provide supportive behavioral health services and mental health care to Fort Worth ISD students and their families.” Find locations and contact information for these Family Resource Centers, as well as their programs and services, online at:
http://www.fortworthisd.org/departments/spcservices/family_resources.html
(Thanks to Michael Steinert for this resource)

2. Bridgeport , CT : PARK Project Community Schools

Bridgeport ’s PARK Project is currently partnering with schools to link the services already provided in community schools, such as school-based clinics and social services, with the PARK Project system of care. Bridgeport is also implementing Positive Behavior Interventions and Supports (PBIS) in five schools and looks to expand that initiative to all schools in Bridgeport’s district.  To learn more about the PARK Project’s initiatives, visit their website at:
http://www.theparkproject.org
(Thanks to Stanley N. Bernard for this resource)

3. Orange County , CA: Chapel Hill Training-Outreach Project (CHTOP) Family Resource Centers

CHTOP targets services and supports for the most vulnerable children and families, including those who are at risk of abuse and neglect, are in poverty, and who are caring for family members who are elderly or disabled. There are currently 3 CHTOP Centers in Orange County, CA. As collaboration is a core value of the project, these centers are located within the neighborhoods they serve and have partnered with other community organizations such as schools, libraries, crises centers, and churches. Take a look at CHTOP’s Web site for more information on Family Center locations, mission, and services:
http://www.chtop.org/raising.htm

4. North Central Regional Educational Laboratory (NCREL) Review of Districts that Successfully Developed School-Linked, Integrated Services

The NCREL is one of the 10 regional educational laboratories funded by the U.S. Department of Education. This Web page on NCREL’s site reviews projects that have developed integrated services involving local schools. One project of particular relevance to the development of community resource centers is the Statewide New Jersey School Based Services Program (SBYSP), which provides health and social services near school sites to approximately 15,000 students per year. According to NCREL’s review, “each site must provide: employment and training assistance; mental health and family counseling (including substance abuse counseling); primary and preventive health services; and information, referral, and follow-up to community services.” To find out more about SBYSP and other projects, visit:
http://www.ncrel.org/sdrs/areas/issues/educatrs/leadrshp/le3con2.htm

January 2006

Safe Internet Use for Children and Youth

Article

1. Programs aim to stop 'cyber bullying'
By Laura Ascione, Assistant Editor, eSchool News

This article in ESchool News focuses on the growing issue of “cyber bullying.” Cyber bullying, often in the form of harassment via email or instant message, has recently gained the attention of federal and State lawmakers. This article reviews results of studies done on the prevalence of cyber bullying, as well as new district and State-wide initiatives to prevent or control such harassment. For more information, visit: http://www.eschoolnews.com/news/showStoryts.cfm?ArticleID=5986

Websites

1. Cyber bullying in the US and Canada

This Canadian Web site provides resources, definitions, facts, examples, warnings and prevention tools for anyone interested in cyber bullying. Although some of the resources and references are directed towards Canadians, researchers and educators in the US may also find these statistics and tools useful in combating this growing US and Canadian phenomenon. To find out more, visit:
www.cyberbullying.ca

2. Stop Bullying Now!

This website provides information on bullying and bullying prevention for students and adults. Web site modules include information on “What Bullying Is,” “What You Can Do,” and “What Adults Can Do.” The site also includes animated “webisodes,” or cartoon features depicting various bullying behaviors and bully/victim interactions. Although designed for a youthful audience, the Web site also includes an English and Spanish-language section for adults and educators. This adult section includes prevention information, news articles, and materials for families. To view this resource, visit:
http://stopbullyingnow.hrsa.gov

3. i-SAFE America Inc.

I-SAFE is a non-profit foundation dedicated to increasing internet safety for children and youth. The i-SAFE Web site contains news, education resources, and upcoming events such as conferences, community meetings, and trainings on i-SAFE programs. I-SAFE educational tools include “i-LEARN Online” and the “i-Mentor Network,” which enable you to “learn safe and responsible use of the Internet at your own pace.” I-SAFE also offers “Community Outreach” tools such as “i-PARENT,” allowing parents to share ideas and resources and keep updated on new internet technologies. The “i-SHIELD” program, designed to increase collaboration among State and local law enforcement, has developed a “comprehensive Internet safety program” that can be modified to fit your community’s needs. Training and materials for many of these programs are free of charge. For more information, visit:
http://www.isafe.org

4. Center for Safe and Responsible Internet Use

This stated mission of the Center for Safe and Responsible Internet Use is “to provide guidance to parents, educators, librarians, policy-makers, and others regarding effective empowerment strategies to assist young people in gaining the knowledge, skills, motivation, and self-control to use the Internet and other information technologies in a safe and responsible manner.” To further this goal, the Center’s Web site contains documents, publications, and curricula related to internet use. Resources include materials on blocking software, technology planning, and privacy and commercialism, as well as new publications such as the “Safe and Responsible Use of the Internet: A Guide for Educators.” The site also provides information on the Center’s consulting services to schools and other educational organizations. To find out more, visit:
http://www.csriu.org