How could an SEA influence practice at the How will the SEA know if If the SEA is effective, what changes should it expect to see at the SA level? SA, LEA, facility, and/or student levels to its efforts are effective? LEA level? Facility level? Student level? facilitate the adoption of this characteristic? What is an indication that the desired changes are beginning to occur at the Does the SEA currently: SA level in the short term? Facility level? Student level? Promote student engagement through What is an indication that the desired changes have occurred at the SA high educational expectations for all in the long term? Facility level? Student level? students in the JJ system? Do subgrantees/facilities currently: Require that students in juvenile secure Employ current instructional methods and materials appropriate to settings participate in the same curriculum students’ age, grade placement, development, and culture? and State accountability systems as Promote student engagement through high educational expectations for students who are not system involved, all students in the JJ system? and provide instruction and assessments Require that students in juvenile secure settings participate in the same with appropriate accommodations for curriculum and State accountability systems as students who are not students with disabilities or limited English system involved, and provide instruction and assessments with proficiency? appropriate accommodations for students with disabilities or limited Collect and use data to monitor student English proficiency? academic progress, make data-driven Collect and use data to monitor student academic progress, make decisions, and continuously evaluate and decisions, and continuously evaluate and improve the educational improve the educational program? program? Support access to postsecondary Provide access to postsecondary programming, including college and programming, including college and career/technical education that prepares students for a successful career/technical education that prepares transition to adulthood? students for a successful transition to adulthood? Use technology such as the Internet in the school (teachers) and classrooms (students) to enhance learning opportunities? Long-Term Outcomes/System Change Characteristic 5: Formal processes and procedures embodied in statutes, memoranda of understanding, and practices that ensure successful, navigable transitions across multiple child-serving systems, including the education system. SEA Processes and TA Activities Outputs/Metrics Outcomes
How could an SEA influence practice at the SA, LEA, facility, and/or student levels to facilitate the adoption of this characteristic? Does the SEA currently: Promote student engagement through high educational expectations for all students in the JJ system? Require that students in juvenile secure settings participate in the same curriculum and State accountability systems as students who are not system involved, and provide instruction and assessments with appropriate accommodations for students with disabilities or limited English proficiency? Collect and use data to monitor student academic progress, make data-driven decisions, and continuously evaluate and improve the educational program? Support access to postsecondary programming, including college and career/technical education that prepares students for a successful transition to adulthood? How will the SEA know if its efforts are effective? If the SEA is effective, what changes should it expect to see at the SA level? LEA level? Facility level? Student level? What is an indication that the desired changes are beginning to occur at the SA level in the short term? Facility level? Student level? What is an indication that the desired changes have occurred at the SA in the long term? Facility level? Student level? Do subgrantees/facilities currently: Employ current instructional methods and materials appropriate to students’ age, grade placement, development, and culture? Promote student engagement through high educational expectations for all students in the JJ system? Require that students in juvenile secure settings participate in the same curriculum and State accountability systems as students who are not system involved, and provide instruction and assessments with appropriate accommodations for students with disabilities or limited English proficiency? Collect and use data to monitor student academic progress, make decisions, and continuously evaluate and improve the educational program? Provide access to postsecondary programming, including college and career/technical education that prepares students for a successful transition to adulthood? Use technology such as the Internet in the school (teachers) and classrooms (students) to enhance learning opportunities? Long-Term Outcomes/System Change Characteristic 5: Formal processes and procedures embodied in statutes, memoranda of understanding, and practices that ensure successful, navigable transitions across multiple child-serving systems, including the education system. SEA Processes and TA Activities Outputs/Metrics Outcomes
Tuesday_Plenary%20II_Breakout_Beginning%20With%20End%20in%20Mind%20Guide.docx