December 2007/January 2008
Note: Several of these resources were excerpted from the National Center on Secondary Education and Transition E-News, which can be found at http://www.ncset.org/enews/.
Approaches to Dropout Prevention: Heeding Early Warning Signs with Appropriate Interventions
This report from the National High School Center outlines steps that schools can take to identify at-risk students and provide the necessary supports and interventions to help them obtain a high school diploma. It also discusses the use of early warning data systems to target interventions for groups and individual students, describes best practice approaches undertaken by high-performing high schools, and presents effective programs currently being implemented to stem the dropout problem.
Access the report (PDF).
Beyond City Limits: Cross-System Collaboration to Reengage Disconnected Youth
This report from the National League of Cities’ Institute on Youth, Education, and Families highlights eight cities (Albany, NY; Baltimore; Boston; Corpus Christi, TX; Philadelphia; San Diego; San Francisco; San Jose) in which municipal leaders are collaborating across public systems on behalf of “disconnected youth”—young people ages 16-25 who are high school dropouts, unemployed, transitioning from foster care, involved in the justice system, or lacking connections to family or other caring adults. It describes broad-based local efforts to reconnect these youth to education, employment, and supports and services.
Access the report (PDF).
Engaging Youth . . . On Their Turf: Creative Approaches to Connecting Youth Through Community
This publication from Healthy Teen Network focuses on how adolescent health professionals can utilize creative approaches to engaging youth in positive youth development. It describes six programs that reach out to youth in non-traditional communities through parental engagement, athletics, service-learning, art, mentoring, and youth empowerment approaches. It also provides some next steps for professionals to develop or adapt approaches like those it describes.
View this resource (PDF).
Digital Teacher Workshop
The U.S. Department of Education's Teacher-to-Teacher Initiative, in collaboration with Office of Indian Education, recently launched the Digital Teacher Workshops for Teachers of Native American students. The workshops are designed to provide professional development opportunities for teachers of American Indians and Alaska Natives in all grade levels and content areas. The workshops support mastery of academic content and application by modeling strong teaching methods that have been successful in the classroom and providing a classroom application component, and additional resources. These workshops are available free on the Internet. The first workshops focus on literature, community outreach, and reading.
Learn more about this workshop.
November 2007
Note: Portions of these resource descriptions were excerpted from the National Center on Secondary Education and Transition E-News, which can be found at http://www.ncset.org/enews/.
On the Web: Evidence-Based Secondary Transition Practices
The National Secondary Transition Technical Assistance Center has examined transition practices to determine their evidence base as a first step in ultimately making recommendations to the Institute for Education Sciences for a comprehensive meta-analysis of specific transition services. This Web page provides descriptions of these practices and links to research-to-practice lesson plan starters; organized by the Taxonomy for Transition Programming (topics include student-focused planning, student development, interagency collaboration, family involvement, and program structure).
To find out more, visit http://www.nsttac.org/?FileName=evidence_based_practices.
Meeting the Needs of Significantly Struggling Learners in High School: A Look at Approaches to Tiered Intervention
This report from the National High School Center provides an in-depth look at implementation and structural issues and the support required to successfully institute Response to Intervention (RTI) at the secondary-school level. It defines the RTI models, explores benefits and challenges at the high-school level, provides a snapshot of implementation at the high-school level, and outlines the resources needed to support this work.
To access this report, visit http://www.betterhighschools.org/docs/NHSC_RTIBrief_08-02-07.pdf (PDF).
Career Pathways, Academic Performance, and Transition to College and Careers: The Impact of Two Select Career and Technical Education Transition Programs on Student Outcomes
This brief summarizes a study that examined the effects of career and technical education (CTE) transition programs on student matriculation from secondary to postsecondary education. One component of the study focused on the effects of secondary institutions’ CTE transition programs on secondary student performance and college transition as well as student perceptions of these programs. The other component examined the postsecondary effects of the CTE programs on student transition and postsecondary outcomes, looking at students who matriculated from high school CTE transition programs and comparing them to students from the same high schools who did not participate in these programs.
To access this brief, visit http://occrl.ed.uiuc.edu/Publications/In_Brief/Brief-Ruud-fall-07.pdf (PDF).
High School Dropouts in America
This fact sheet from the Alliance for Excellent Education answers the following questions: Who is dropping out of high school? Where are students dropping out? Why do students drop out? and What are the costs of dropping out?
To read this fact sheet, visit http://www.all4ed.org/publications/GraduationRates_FactSheet.pdf (PDF).
Setting the Stage for New High Schools: Municipal Leadership in Supporting High School Alternatives
Municipal leaders across the country are developing alternatives for students who struggle in traditional high school settings. This report from the National League of Cities’ Youth, Education, and Families Institute examines how these alternatives help prevent dropout and promote college and career success. It also outlines seven specific policy conditions and describes why collaboration is critical.
To access this report, visit http://www.nlc.org/ASSETS/8D1C9C4738C7419DAE8060B73828827D/IYEF_Setting_the_Stage.pdf (PDF).
July 2007
This month's resources are provided in preparation for our grantee meeting in August on Trauma Informed Care. These resources were specifically chosen for school personnel.
- Age Related Reactions to a Traumatic Event (PDF) provides a lot of basic information about what are normal reactions at different ages and stages of development.
- What is Child Traumatic Stress? (PDF) talks about the distinction between Post Traumatic Stress Disorder and trauma/anxiety. This is an excellent resource to provide to school personnel for a basic understanding of child traumatic stress.
- How Can Parents and Caregivers Help? includes information on how caregivers can help; how to be responsive to children's grief; and when to seek the help of other professionals. Although it is geared towards parents, it should be useful for school personnel too.
- The School Personnel Resource Packet (PDF) contains resources on childhood traumatic grief; how to identify grief; what to do that will help; how to modify teaching strategies; how to support families and when to make referrals.
- The National Youth Violence Prevention Resource Center special section for school personnel contains excellent information for educators, including warning signs, programs and tools.
May 2007
1. Website: Transition Tips and Resources
Take a looks the following tips to help students and families plan successful transitions to a new grade or a new school.
Transitions are risky opportunities. The many school-related transitions – from grade to grade, from middle school to high school, and to life after high school – all call for well-conceived programs to prepare students and families and to follow-up to ensure the transition has been successful. Interventions to enable successful transitions make a significant difference in how motivationally ready and able students are to benefit from the next step in their schooling.
Programs need to include plans that:
- Provide closure and appreciation related to what the student is leaving behind
- Enhance articulation between the old and the new so students feel connected
- Welcome newcomers and ensure they have the type of social support that facilitates positive acceptance and adjustment in the new setting
- Assess transition success and implement timely corrective interventions when transitions are not successful
Planning for transitions is a great opportunity to involve students. The following are a few examples of questions you might ask to engage students in the transition process:
- For students who are moving: What would help you feel more confident in the move to a new school?
- For students already established in a new school: What supports do you wish had been in place when you made the transition?
- For both new and old students: How would you like to be involved in welcoming students who are new to the school?
For a range of resources related to facilitating transitions, see the UCLA School Mental Health Project’s Online Clearinghouse resources on transition programs, grade articulation, and welcome strategies. Take a look at Center resources, including a self-study of ideas for strengthening transition programs, as well as links to other online resources and centers focused on this topic.
To view this resource, visit http://smhp.psych.ucla.edu/qf/p2101_01.htm.
2. Brief: Assessing the Mental Health of Adolescents
It is important for out-of-school time programs to be aware of the mental health needs of children and adolescents. This brief summarizes the signs and symptoms of depression, suicide risk, and anxiety disorders, and suggests research questions that can help screen or monitor mental health issues. It also provides resources for out-of-school time program practitioners on these topics.
To view this resource, visit http://www.childtrends.org/files/mentalhealth.pdf.
3. Brief: Assessing Substance Use and Abuse among Adolescents
This brief discusses the signs and symptoms of alcohol and drug use and provides recommendations to assess substance use among youth in out-of-school time programs.
To view this resource, visit http://www.childtrends.org/files/substance%20use.pdf.
4. Website: National Center for School Crisis and Bereavement Overview
The National Center for School Crisis and Bereavement, located at Cincinnati Children’s Hospital Medical Center, was established in December 2005 with funding from the September 11th Children's Fund and the National Philanthropic Trust.
Program goals include:
- Promote an appreciation of the role schools can serve to support students, staff and families at times of crisis and loss
- Enhance the training of individuals in school-related professional education programs in the areas of crisis and loss
- Link efforts to provide trauma-related and bereavement support services within school settings
- Collaborate with professional organizations, governmental and non-governmental agencies and community groups to further help students, staff and families at times of crisis and loss
- Serve as a resource for information, training materials, consultation and technical assistance for school systems, professional training programs, professional organizations, governmental and non-governmental agencies, communities, children's groups and projects in the areas of crisis and loss
To view this resource, visit http://www.cincinnatichildrens.org/svc/alpha/s/school-crisis/default.htm.
5. Report: The Impact of After-School Programs That Promote Personal and Social Skills
Conducted in collaboration with Joseph Durlak of Loyola University with funding from the W.T. Grant Foundation, this report describes the strong positive effects after-school programs can have, and the conditions needed to realize these benefits.
To view this resource, visit http://www.casel.org/downloads/ASP-Exec.pdf.
March 2007
1. Toolkit: Building a Customized Truancy Reduction Program
The Office of Juvenile Justice and Delinquency Prevention (OJJDP) offers a new framework for creating a truancy reduction program tailored to the unique needs of your community. The toolkit is divided into four sections:
- Overview of Truancy: provides a foundation for understanding the critical social, economic, and legal issues surrounding truancy.
- Truancy Programs: reviews the many definitions of truancy and helps program designers identify key challenges, form intervention strategies, and evaluate the success of their programs.
- Promoting School Engagement: provides tips for school policies that help prevent truancy by encouraging student and community participation in academic and school-related activities, including strength-based approaches as well as sanctions.
- Quick and Easy References: includes a number of resources that provide practical ideas and tips for managing cases, tracking school attendance, and other key issues.
To view this toolkit, visit: http://ojjdp.ncjrs.gov/publications/truancy_toolkit.html
2. Guide: Positive Behavioral Interventions and Supports (PBIS)
The National Center for Mental Health Promotion and Youth Violence Prevention has prepared this 11-page guide for administrators interested in finding out more about what PBIS is and how to implement it on a school and district level. This brief reviews the guiding principles of PBIS as well as the key benefits that the system can provide to schools and communities. It also provides a crosswalk between PBIS elements and the guidelines of the Safe Schools, Healthy Students program, to show how these programs can collaborate.
To read these documents, please visit: http://www.promoteprevent.org/documents/PBIS%20Guide.pdf
3. Web site: Positive Behavioral Interventions and Supports Resource List
The National Center for Mental Health Promotion and Youth Violence Prevention Web site provides a list of further resources that can help a) increase general knowledge about PBIS, b) provide examples of program impact to promote administrator and staff buy-in, and c) supply tools and guides for PBIS implementation. Resources include:
- Case studies on program impact
- Tip sheets on key PBIS strategies, such as forming collaborative teams and increasing diversity
- Evaluation and self-assessment tools
- Data systems and tips for using data
- Local PBIS Web sites
To view these resources, visit: http://www.promoteprevent.org/resources/resource_pages/program_functions/PBIS_resources.html
4. Web site: National Youth Violence Prevention Resource Center
The National Youth Violence Prevention Resource Center Web site provides a central source of information on prevention and intervention programs, as well as publications, research, and statistics on violence committed by and against children and teens. The site contains sections targeting resources to professionals, parents, teens, and the press. Information can also be browsed by alphabetized topics that range from adoption to television violence. To view this resource, visit: http://www.safeyouth.org/scripts/index.asp
5. Federal Program: School Crisis Response Initiative
The Office for Victims of Crime (OVC), supported by the Federal Department of Justice, sponsors a School Crisis Response Initiative that focuses on “developing a model for crisis response, training staff, and enhancing related community resources.” The September 2003 OVC Bulletin includes an overview of the initiative as well as supplementary information such as program models, information on “crises teams,” and training and planning resources. To find out more, visit: http://www.ojp.gov/ovc/publications/bulletins/schoolcrisis/welcome.html
January 2007
1. Toolkit: Teaching and Assessing Students With Disabilities: Parents' Materials
Take a look at the newly released CD, Tool Kit on Teaching and Assessing Students With Disabilities: Parents' Materials, from the Office of Special Education and Rehabilitative Services (OSERS), U.S. Department of Education. According to the OSERS January 24 e-newsletter, the Parent Tool Kit “compiles materials identified to augment the previously released CD, Tool Kit on Teaching and Assessing Students with Disabilities, and offers a collection of resources on the same substantive areas addressed, including assessment, instructional practices, behavior and accommodations. These new documents were written specifically for parents and include information they need as they work with schools to ensure that their children are receiving a quality education.” To access these materials, visit:
http://www.osepideasthatwork.org/index.asp
2. Brief: Positive Behavioral Intervention and Supports
The National Center for Mental Health Promotion and Youth Violence Prevention has produced a new brief on Positive Behavioral Interventions and Supports (PBIS), targeted to grantees of the Federal Safe Schools and Healthy Students program. The guide provides a brief overview of PBIS, including the theories and evidence base that underpin PBIS, potential benefits of PBIS, and ways to implement PBIS in schools. Download this brief at:
http://www.promoteprevent.org/documents/PBIS%20Guide.pdf
3. Brief: Models of Collaboration and Cost Sharing in Transition Programming
Take a look at the National Center for Secondary Education and Transition’s brief on collaboration and cost-sharing among agencies and Federal programs to improve transition supports. The brief reviews suggested activities for forming collaborations and pooling resources, and provides examples of programs that have “blended” or “braided” funds provided by partner agencies. To find out more, visit:
http://www.ncset.org/publications/viewdesc.asp?id=3447
4. Research Review: Programs and Practices for Special Education Students in Alternative Education Settings
Also available on the National Center for Secondary Education and Transition’s Web site is a review of alternative education programs targeting students with disabilities. “Because there is no clear picture of how alternative education programs operate, specifically regarding youth with disabilities, the U.S. Department of Education's Office of Special Education Programs (OSEP) funded three grants to develop a framework describing what is happening in alternative education settings. The University of Oregon received an OSEP grant, and the purpose of this brief is to share the findings from the university’s descriptive study, What do they do there? Examination of alternative education schools, programs, and practices for special education students.” To view this review, visit:
http://www.ncset.org/publications/viewdesc.asp?id=3448
5. Conference Announcement: 12th Annual Conference on Advancing School Mental Health
Date: October 25-27, 2007
Location: Omni Orlando Resort in Champions Gate, Florida
Proposals are now being accepted for the 12th Annual Conference on Advancing School Mental Health, sponsored by the Center for School Mental Health Analysis and Action (CSMHA) and the IDEA Partnership (funded by the Office of Special Education Programs (OSEP), housed at the National Association of State Directors of Special Education). The theme of this year's conference is What Works in Schools: Sustaining a National Community of Practice on Collaborative School Behavioral Health. The conference will feature ten specialty tracks and offers speakers and participants numerous opportunities to network and advance knowledge and skills related to school mental health practice, research, training, and policy.
The deadline for submissions is January 31, 2007--all proposals must be submitted online, http://csmha.umaryland.edu.
