Non-Educator Resources

Family-Centered, Culturally Competent Partnerships in Demonstration Projects for Children, Youth and Families

By: The Institute for Educational Leadership with funding from the Office of Juvenile Justice and Delinquency Prevention (OJJDP), Office of Justice Programs, U.S. Department of Justice

This toolkit has been specifically designed to create a family-centered or family-driven approach in both the juvenile and child welfare systems. In Appendix A (pg. 13) specific tools and instruments are provided including: self-assessment measuring tools and planning tools.

Empowering Justice-Involved Youth: Youth Justice Leadership Institute Practitioner's Guide

By: National Juvenile Justice Network | August 2018

"This guide seeks to provide NJJN membership and the juvenile justice field broadly, with fundamental principles for developing directly-impacted youth leaders. These principles are reinforced by the practical tools provided in this guide for empowering, protecting, supporting, recruiting, and sustaining justice-involved youth leaders." For national, state and local examples see page 13.

Providing Individually Tailored Academic and Behavioral Support Services for Youth in the Juvenile Justice and Child Welfare Systems

By: The National Evaluation and Technical Assistance Center for the Education of Children and Youth Who Are Neglected, Delinquent, or At-Risk (NDTAC) | April 2012

This document is a valuable resource for serving students who are system-involved. It outlines 5 practices for educator stakeholders to administer and then specific strategies as it relates to each practice. The practices include:

• Practice 1: Collect and Use Data to Identify Needs and Develop Learning Plans
• Practice 2: Implement Procedures to Ensure Smooth Transitions 
• Practice 3: Address Gaps in Academic Skills and Accelerate Learning 
• Practice 4. Instruct Students in Ways That Engage Them in Learning 
• Practice 5: Address Behavioral and Social Needs to Promote Educational Success

Practice Kit 06, Education Toolkit

By: DC's Children's Law Center | Updated August 2018

This practice kit contains a lot of information for D.C. and Prince George’s County Schools, including regulations, policies and practices related to enrollment, transportation, attendance and truancy, graduation, special education and more. Browse the main page to find relevant chapters.

All NCTSN Resources

By: The National Child Traumatic Stress Network (NCTSN) 

NCTSN has developed a resource bank of items (fact sheets, tip sheets, resource guides, webinars, coursework, and more) on child trauma. One can browse the resources by “trauma type,” language, audience (including specifically for child welfare professionals and juvenile justice professionals), and by policy issues.

Online Education and Community Resource Guide

By: State Board of Education (SBOE) | Updated 2019

This webpage lists all the topics outlined in the complete Education and Community Resource Guide, which is a robust 85 pages. One is encouraged to browse through the topics of relevance where they will find lists of agencies and organizations, descriptions, and contact information.

Parent & Family Go-To-Guide

By: Office of the Student Advocate | 2019

This easy to navigate guide is a perfect resource for families across the District in becoming well informed about terminology, achievement and testing requirements, behavior, attendance, enrollment, special education and more. Pages 29-30 provide additional links to the State Board of Education's (SBOE) 400 additional resources and contact information.

Teacher Retention

By: State Board of Education 

The State Board of Education (SBOE) has been diligent in their efforts to identify and analyze challenges related to teacher attrition or turnover in D.C. public schools. This page shares a brief overview video of the issue, research that has been conducted, and a timeline of the SBOE’s work.

The D.C. Reentry Navigator: Empowering You to Succeed with a D.C. Criminal Record 

The Public Defender Service for the District of Columbia | January 2021

PDS recently released this 900-page, 16-chapter book that provides a comprehensive compilation of expert knowledge and reentry resources for those impacted by the justice system in the District of Columbia. One can use the table of contents (starting on page xvii) to navigate through the various chapters. A plethora of resources related to being released from BOP and DOC facilities; important tools for reentry and collecting one's identity documents; transportation questions; public benefits, healthcare, and housing resources; and specifics on education and employment are included. 

Chapter 13 is focused on employment (page 555) and includes preparation assistance, access to employers who have employed individuals with records, and sample resumes. Chapter 14 is focused on education (page 643) and outlines one's educational rights and different types of programming. PDS has done a terrific job providing organizations' contact information, and enrollment and eligibility requirements in each of the sections. 

Resources for Early Learning

By: The Massachusetts Department of Early Education and Care (EEC) | February 2021

The Resources for Early Learning provides extensive educational resources related to early child development to help "support adults who teach, nurture, and care for children from birth to age five." There are resources specific to educators, parents, and children. Each page will direct one to specific topics and skills that will have additional activities when clicked. The children’s section has “kid-approved” playlists which includes videos and interactive games.

Here are 3 Top SEL Strategies that Can Help Improve Student Engagement Right Now

By: EdWeek | December 2020

This article offers a handful of concrete social emotional learning (SEL) strategies to assist educators in keeping their students motivated.  

6 Exercises to Get to Know Your Students Better - and Increase their Engagement 

By: Edutopia | November 2020

This article shares some activities that educators can use with students during this unusual school year. The activities are designed to establish stronger communication between educators and students and for students to explore their own identities, values and principles. Some examples of the activities include: “laws of life” essays, identity charts, passion blogging, and life documentation. 

Successful Family-School Partnerships

By: National PTA

“PTA’s process for building successful partnerships starts with the National Standards for Family-School Partnerships and consists of three steps:

1. Raising awareness about the power of family and community involvement.
2. Taking action to cultivate involvement through specific programs and practices.
3. Celebrating success as your school sees increased involvement and its impact.”

Browse the six standards and assessments, the complete implementation guide, and additional resources listed at the end of the webpage.

Office of the Attorney General Annual Report and Resource Guide

By: Office of the Attorney General for the District of Columbia (OAG) | 2019-2020

This Annual Report is well laid out and engaging for all audiences. It provides insight on the OAG’s responses the last year and scattered throughout the document are brief snippets of guidance and contact information, such as reporting discrimination, helping youth who are being abused, etc. (a brief summary of the contact information is on page 30).

Youth Law Center Resource Library

By: Youth Law Center

"The Youth Law Center is committed to sharing advocacy resources, information, and tools that can improve the quality of life and opportunities for youth in foster care and the juvenile justice system."

American Bar Association (ABA): Children's Right Litigation

By: American Bar Association

"The Children's Rights Litigation Committee strives to improve the quality of the legal representation of children and provide members with opportunities to lead in the development of children's legal policy initiatives as well as various training opportunities."

This resource library includes practice points, articles, multimedia, and other materials that relate to young people who are system-involved. A featured article titled "Tips to Ensure Your Child Clients Have Access to Technology" is provided here.

DME EdScape

By: Office of the Deputy Mayor for Education (DME)

The DME established EdScape to provide up-to-date data on the District’s student population, public school, LEA facilities, enrollment patterns, and neighborhood factors. All of these items can be explored across the site. 

Additional education data resources can be viewed here.

Resources for Dual Status Youth

By: Juvenile Justice Information Exchange

A list of general resources; specific topics on disparities, administration of the child welfare and juvenile justice systems, and federal initiatives and reform movements on judicial practices, data sharing, and reentry planning are provided through this link.

Substance Use, System-Involved Youth, and Our Educational System

By: The National Evaluation and Technical Assistance Center for the Education of Children and Youth Who Are Neglected, Delinquent, or At-Risk (NDTAC)| May 2018

This brief outlines research related to substance abuse of youth who are involved in either or both the child welfare system and justice system. It provides bulleted "warning signs" of substance abuse and different approaches one can take to combat substance use and substance use disorders. Additional resources and organizations are shared at the end of the document.

School Year 2020-2021 Operating Procedures for Local Education Agencies (LEAs), DC Public Schools (DCPS), DC Public Charter Schools (DCPCS), DC Private Schools, and DC Child and Family Services Agency (CFSA) in Response to Student Attendance Concerns 

By: Child and Family Services Agency (CFSA) | August 2020

“This document outlines the processes DCPS, DCPCS, and CFSA will undertake in response to concerns about students ages 5 to 13 who miss 10 or more school days (whether in remote learning, in-person learning, or a combination of both) during SY 2020-2021.”

DC's Children's Law Center (CLC) Resource Library

By: Children's Law Center (CLC)

CLC has created both a legal and nonlegal resource library that is easy to navigate based on resource type and specific case issue, which includes education. Some initial items that may be useful for attorneys:

• Caregiver Custody Training PowerPoints (July 2020)
• Special Education Pro Bono Attorney Training PowerPoint (July 2020)
• Special Education Pro Bono Attorney Training Videos (July 2020), which feature three hour-long workshop videos.

Jim Casey Initiative Sites Pilot College Readiness Model

By: The Annie E. Casey Foundation | January 2021

This blog post shares the Jim Casey Initiative sites, selected to participate in a college readiness pilot for youth involved in the child welfare system.  This model aims to guarantee a successful transition for youth from foster care to post-secondary obtainment and development programs. Learn more about the state specific initiatives and programming by visiting their sites. 

Foster Care Transition Toolkit

By: U.S Department of Education | May 2016

“This toolkit serves to inspire and support youth currently in foster care and young adults who have aged out of care to pursue college and career opportunities.”

Page 5 of the document provides a table of contents to easily jump to a relevant topic. Information related to educational opportunities, job and career support, money management, housing, and taking care of one’s mental and physical health are collected. Appendix A (page 58) lists national foster youth serving agencies and Appendix B (page 59) shares links to each state’s tuition waivers and vouchers (DC’s is on page 63).

What Coronavirus Means for Local Child Welfare Agencies

By: Hosted on Kojo Nnamdi Show | May 2020

"Since the start of the pandemic, the number of calls placed to local child protective service hotlines have dropped significantly. Without the watchful eyes of educators and coaches, many are concerned for the safety of children facing abuse and neglect."

This 25-minute podcast shares insight on how COVID-19 has been impacting young people who are child welfare involved and their families. Guest speakers include:

• Brenda Donald, Director of DC's Child and Family Services Agency (CFSA)
• Sharra Greer, Policy Director at DC's Children's Law Center,
• Allison Gilbreath, Policy Analyst at Voices for Virginia's Children

From Data to Practice: The Impact of Placement with Family on Safety, Permanency and Well-Being

By: Casey Family Programs | November 2018

This report seeks to "examine the impact of time children spent placed in care with family on youth safety, permanency, and well-being" by coordinating a robust data tracking system. Key findings and recommendations are categorized into four sections: (1) safety; (2) well-being; (3) relational permanency; and (4) legal permanency (see pages 6-7).

Working with Lesbian, Gay, Bisexual, Transgender, and Questioning (LGBTQ) Families in Foster Care and Adoption

By: Children's Bureau | September 2016

This guide is provided for professionals and provides an overview of the LGBTQ community and terminology, possible challenges, and troubleshooting tips with working for such families.

The READY Center

By: Department of Corrections

“The Resources to Empower and Develop You (READY) Center is a consolidated location where formerly incarcerated District of Columbia residents can access services from Community Based Organizations (CBOs), the Department of Corrections (DOC), Department of Motor Vehicles (DMV), Department of Employment Services (DOES), Department of Human Services (DHS), Department of Behavioral Health (DBH), and The Mayor’s Office on Returning Citizen Affairs (MORCA), to ensure successful reintegration into the community.” This webpage provides video guidance and other materials for individuals leaving the DOC.

Check out their brochure with their 2020 updated agency partners here.

DC RAN: Washington DC's Reentry Action Network

By: DC RAN and Office of Victim Services and Justice Grants (OVSJG)

“The DC Reentry Action Network (RAN) is the District’s leading voice on reentry issues, and the only coalition exclusively for reentry service providers and their clients.”

Find additional information on education and life skills enhancement and workforce development and employment. Information on upcoming meetings can be found here.

Create New Opportunities for "Persons in Need of Supervision" (PINS) to Succeed Without Legal System Intervention 

By: District of Columbia Juvenile Justice Advisory Group | February 2020 

The Juvenile Justice Advisory Group (JJAG) shares recommendations to the Mayor in assisting with troubleshooting Persons in Need of Supervision (PINS). These recommendations are outlined starting on page 15.

Emerging Adults in Washington, D.C's Justice System

By: Justice Policy Institute | September 2020 

This document explores the unique needs of emerging adults (young people between ages 18 and 24) in the justice system. In particular, the document distinguishes and defines “emerging adults,” highlights the obstacles existing in the system and concludes with promising policies and practices to provide better opportunities and services for young people with system involvement moving forward.   

Emerging Adult Justice Library

By: Columbia University Justice Lab  

This webpage hosts a virtual library with a wide variety of sources related to emerging adults. One is able to explore types of content and topic areas such as adolescent development, age-appropriate programming and services, education, COVID-19, expungement and more.   

Emerging Adult Justice Project (EAJP)

By: Columbia University Justice Lab  

The Emerging Adult Justice Project has curated a virtual speaker series that has looked at specialized parole and resentencing laws for emerging adults and through their self-guided “Echoes of Incarceration X EAJP Video Series.” 

One specific source is the Specialized Parole and Resentencing Laws Focused on Emerging Adults which highlight's D.C's Incarceration Reducation Amendment Act of 2016 (IRAA). This act provides individuals incarcerated for offenses committed under the age of 18 an opportunity to petition the court for early release.” Page 7 of the report provides more details about the act. 

Family Engagement in Juvenile Justice

By: Office of Juvenile Justice and Delinquency Prevention (OJJDP) | February 2018 

A 10-page literature review of the role of family engagement for youths involved in the juvenile justice system, how other jurisdictions have encouraged family engagement, and other models and strategies are provided.

Identifying, Engaging and Empowering Families: A Charge for Juvenile Justice Agencies

By: Center for Juvenile Justice Reform and Vera Institute of Justice | February 2016

A young person’s success in the community is linked to the supportive networks and relationships they have with their family. The researchers outline a three-part model for full family partnership: identification, engagement, and empowerment. Examples from other states are also provided.

Community Resources

By: Office of the Attorney General for the District of Columbia (OAG)

The Office of the Attorney General (OAG) has curated a running list of resources related to: legal services, housing assistance, and community based organizations and government specific tools.

ENGAGE, INVOLVE, EMPOWER: Family Engagement in Juvenile Drug Treatment Courts

By: The National Council of Juvenile and Family Court Judges and National Center for Mental Health and Juvenile Justice

This technical assistance brief provides the first comprehensive set of recommendations for successful engagement of families in the juvenile drug treatment court process based on the results of a nationwide survey of professionals with youth-serving drug treatment courts, mental health courts, and hybrid courts. Six recommendations are shared and a "Family Engagement Practices Self-Assessment Tool" is provided on pg. 16.

Supporting Youth in Trouble with the Law in Their Communities

By: Annie E. Casey Foundation | January 2020

"Two new videos showcase how juvenile justice systems and community-based organizations are working together to safely support young people in their communities." Each video is five minutes in length.

Education Rights & Responsibilities Toolkit for Juvenile Justice System Involved Youth

By: Youth Law Center | November 2019

Although the document cites California statutes and regulations, the format and structure of the toolkit can be beneficial for coordination efforts here in the District. Below is a brief description:

"All system stakeholders should understand educational rights and responsibilities and be willing to coordinate and collaborate to support school success and other positive outcomes for young people involved in the juvenile justice system. This toolkit provides education related information and resources regarding the rights of youth and the responsibilities of system stakeholders. The toolkit is organized by stage of juvenile justice system involvement, including detention, transition and release, reentry, community placement, and home supervision. Each stage includes categories of rights/responsibilities, the right/responsibility, and the stakeholder(s) responsible."

Incentives Inspire Positive Behavior Change in Youth on Probation

By: Annie E. Casey Foundation | March 2020

This brief article focuses on "Opportunity-Based Probation" and its positive behavioral changes for youth on probation. Additional resources on youth probation are provided at the end of the article.

Transformational Relationships for Youth Success

By: Center for the Study of Social Policy (CSSP) and supported by the Annie E. Casey Foundation | January 2018

Using interviews in the U.S. and United Kingdom of 16-25 year old students (who were system-involved, had substance or mental health issues, or experienced homelessness), individuals with direct contact with these young people, and other leaders, the brief is intended to "serve as a resource for partners working to create opportunity and help young people succeed in school and at work."

Transition Toolkit 3.0: Meeting the Educational Needs of Youth Exposed to the Juvenile Justice System

By: The National Evaluation and Technical Assistance Center for the Education of Children and Youth Who Are Neglected, Delinquent, or At-Risk (NDTAC) | 2016

This resource was designed for administrators, teachers, and service providers to assist with high-quality transition programming. The document is well outlined; it is broken into four stages:

• Entry into the system,
• Residency,
• Exit from secure care, and
• Aftercare.

Each of these sections share strategies, examples, resources and sample forms, protocols, and tools.

Youth in Custody Practice Model (YICPM): An Abbreviated Guide

By: The Council of Juvenile Correctional Administrators and the Center for Juvenile Justice Reform at Georgetown University's McCourt School of Public Policy | January 2016

"The YICPM is aimed at the delivery of services for the following target population: youth who have been adjudicated delinquent, committed to the custody of a juvenile justice agency and placed in a residential facility... YICPM is organized around the following four key practice areas

1. Developing the Youth's Case Plan
2. Providing the Youth with Services and Supports during Facility Placement
3. Transitioning the Youth from the Facility to the Community
4. Supporting the Youth in the Community."

A brief overview of the YICPM can be found here with an introductory video here.

Caring for Youth with Behavioral Health Needs in the Juvenile Justice System: Improving Knowledge and Skills of the Professionals who Supervise Them

By: The National Center for Youth Opportunity and Justice | January 2020

This research brief understands that "many staff supervising youth on probation or in detention and correctional settings receive limited training on adolescent development, behavioral health, and child trauma, and they have few opportunities to develop a skillset for safely and effectively responding to associated behaviors." It provides an overview and survey results of their Mental Health Training for Juvenile Justice (MHTJJ) curriculum.

Educating Youth in Short-Term Detention 

By: Bellwether Education Partners | March 2020

This easy to follow presentation clearly outlines the challenges young people in short-term facilities face as it relates to receiving an education and transferring the classes/credits when they return into the community. The authors' recommendations are summarized on page 21.

Family Engagement in Juvenile Justice

By: Office of Juvenile Justice and Delinquency Prevention (OJJDP) | February 2018 

A 10-page literature review of the role of family engagement for youths involved in the juvenile justice system, how other jurisdictions have encouraged family engagement, and other models and strategies are provided.

Identifying, Engaging and Empowering Families: A Charge for Juvenile Justice Agencies

By: Center for Juvenile Justice Reform and Vera Institute of Justice | February 2016

A young person’s success in the community is linked to the supportive networks and relationships they have with their family. The researchers outline a three-part model for full family partnership: identification, engagement, and empowerment. Examples from other states are also provided.

GTL Center Insights on COVID-19

By: Center on Great Teachers & Leaders at the American Institutes for Research (AIR)

This resource bank is designed for educators, district leaders, and state leaders. Resources can be filtered by specific topics. Additional materials, such as a webinar series titled: Teaching and Leading in the Time of COVID-19 can be accessed here.

COVID-19's Impact on Student Achievement and Academic Growth in DC

By: EmpowerK12 | December 2020

“EmpowerK12 analyzed assessment results of nearly 30,000 students in DC Public Schools (DCPS) and charter schools, finding that DC students are in a COVID learning slide: DC students have lost four months of learning in math and one month of learning in English language arts. The results are particularly stark for at-risk students, highlighting a growing achievement gap.” This is a great new resource filled with data specifically about the learning loss for students across the District.

Outreach Methods to Ensure Students are Safe and Engaged During Learning at Home

By: Office of the Deputy Mayor for Education (DME) | April 2020

The DME provides a brief list of possible outreach methods for educators to contact their students and additional information regarding the referral process for CFSA.

They also advertise the Flamboyan Foundation’s Family Wellness Check-In Guidance for Educators as a potential resource. Additional resources from the foundation can be accessed in their resource library.

What Lessons Can the Child Welfare System Take from the COVID-19 Pandemic?

By: American Enterprise Institute | January 2021

COVID-19 has highlighted the barriers and challenges that child welfare systems must face. This report presents a series of recommendations to strengthen the child welfare system, such as to improve quality of services and supports to children and families throughout and after the pandemic. 

Strategies for Protecting K-12 School Staff from COVID-19

By: Centers for Disease Control and Prevention (CDC) | Updated January 2021

This is an extensive resource from the CDC designed to encapsulate various staff groups. It also includes a list of mental health resources.

10 Ways Juvenile Probation Can Meet the Coronavirus Challenge

By: Annie E. Casey Foundation | May 2020

"Ten recommendations from the Annie E. Casey Foundation offer timely guidance to probation leaders who are adjusting their probation practices in light of COVID-19. Learn how probation systems can better support young people during this challenging time."