FWSN-advisorybd-repo.. - The Connecticut Juvenile Justice Alliance

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C. Increase Enforcement & Monitoring Districts) and SDE’s progress in increasing school attendance. Issue an initial report on number of “truants,” 45 “habitual truants,” 46 and the number of meetings held pursuant to CGS § 10-198a(b) 47 by district, school, grade level, race, ethnicity, gender and enrollment type in ten representative Districts leading to an annual report in all Districts. Identify specific full-time SDE staff whose responsibility is to track and provide technical assistance for truancy initiatives and to work with the Connecticut Consortium on School Attendance 48 to coordinate statewide efforts to increase school attendance. 49 Require Districts that are in the process of being “restructured” pursuant to Public Act 07-3, sec. 32 to include truancy reduction initiatives in their improvement plans that are evidence-based or include “best practices.” 50 SDE SDE SDE 45 “Truant” is defined in CGS § 10-198a(a) as ”a child age five to eighteen, inclusive, who is enrolled in a public or private school and has four unexcused absences from school in any one month or ten unexcused absences from school in any school year.” 46 “ Habitual Truant” is defined in CGS § 10-200 as “a child age five to eighteen, inclusive, who is enrolled in a public or private school and has twenty unexcused absences with in a school year” 47 CGS § 10-198a(b) requires that the school hold a meeting with the parent, or other person having control of the child, to review and evaluate the reasons for a child’s truancy within 10 days of the child’s 4 th unexcused absence in a month or the 10 th unexcused absence in a school year. 48 The Connecticut Consortium on School Attendance is a multi-year, collaborative effort of local school districts and statewide agencies focused on improving school attendance in Connecticut that is organized by the Office of Policy and Management’s Criminal Justice Policy and Planning Division. As of July 2007, the Consortium included 27 school districts. For more information, go to http://www.ct.gov/opm/cwp/view.asp?a=2974&q=383642 49 SDE has submitted to the Office of Policy and Management a Mid-Term Technical Adjustment requesting $100,000 for a lead consultant position for dropout prevention and truancy. 50 The National School Safety Center has identified best practices in developing truancy reduction programs. They include the following: involve parents/guardians in all truancy prevention activities; ensure students face firm sanctions for truancy; create meaningful incentives for parental responsibility; establish ongoing truancy prevention programs in school; schools should address the unique needs of each child and consider developing initiatives to combat the root causes of truancy. These can be found at: http://www.schoolengagement.org/TruancypreventionRegistry/Admin/Resources/Resources/8.pdf. 67
SDE’s Secondary School Redesign Draft Plan 51 should include strategies and initiatives for students with a history of poor school attendance, including increased opportunities to access alternative education 52 and vocational education. Implement differential response system 53 for educational neglect referrals. Increase number of FWSN liaisons by two so each court and Family Support Center has coverage. Develop transition program (e.g. STEP 54 ) for DCF-committed youth, including truants re-entering school system from respite or other out of home living situation. Collect data and report FWSN referrals and outcomes (including entry into juvenile justice system, grade completion) by category (truant, habitual truant), race, age, town, school, program intervention. SDE DCF DCF DCF CSSD 51 For more information about the “Secondary School Redesign Draft Plan” go to: http://www.sde.ct.gov/sde/site/default.asp 52 See e.g. PACE program for girls. PACE (Practical Academic Cultural Education) is a program for girls located in Florida whose purpose is to intervene and prevent school withdrawal, juvenile delinquency, teen pregnancy, substance abuse and welfare dependency. The program accepts referrals from the juvenile justice system, the Department of Children and Families, school personnel, community services agencies, parents, family members, friends and self-referrals. PACE programs provide the following services: academic education, individualized attention, a gender-specific life management curriculum (SPIRITED GIRLS®), therapeutic support services, parental involvement, student volunteer service projects and transition follow-up services. 53 " Differential response, also referred to as “dual track,” “multiple track,” or “alternative response,” is an approach that allows child protective services to respond differently to accepted reports of child abuse and neglect, based on such factors as the type and severity of the alleged maltreatment, number and sources of previous reports, and willingness of the family to participate in services. 54 The STEP program is administered by DCF and provides the following to the FWSN population: case management, individual/family social work services, parent advocacy, structured recreation, education advocacy, employment assistance, and access to mental health and substance abuse intervention. 68
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Families with Service Needs Advisor
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VI. Other Key Recommendations Relat
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Report to the General Assembly from
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In addition, minor changes to the r
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RECOMMENDATION THREE PROVIDE FUNDS
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RECOMMENDATION FIVE MAKE NEEDED CHA
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The Advisory Board is recommending
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ased preventive programs 4. Flex fu
Page 17 and 18: B. Recommendations related to Truan
Page 19 and 20: D. System-wide Prevention Strategie
Page 21 and 22: Intervention for DCF youth residing
Page 23 and 24: gender responsive programming to as
Page 25 and 26: and organizations represented inclu
Page 27 and 28: and to added referral to community
Page 29 and 30: C. Young FWSN Children In 2006 ther
Page 31 and 32: • Juvenile Review Boards (JRB) A
Page 33 and 34: are truant. The focus is to provide
Page 35 and 36: Presently, there is no data collect
Page 37 and 38: Juvenile probation officers provide
Page 39 and 40: The Family Support Center provides
Page 41 and 42: achievement and reentry. The progra
Page 43 and 44: Once the child is adjudicated as a
Page 45 and 46: DCF may petition the court for an e
Page 47 and 48: ‣ Current Services for Court Invo
Page 49 and 50: hearing held every fifteen days. At
Page 51 and 52: IV. Lessons Learned from National L
Page 53 and 54: continuum of effective strength-bas
Page 55 and 56: E. Other programs include: Mediatio
Page 57 and 58: CORE RECOMMENDATION # 2: FUND AND E
Page 59 and 60: 2. Grades 6-8 3. Grade 9 a. In addi
Page 61 and 62: FWSN referrals submitted to court.
Page 63 and 64: CORE RECOMMENDATION # 5: MAKE NEEDE
Page 65 and 66: 4. Systemic, longitudinal evaluatio
Page 67: 3. Crisis/risk determination traini
Page 71 and 72: truant students who attend school r
Page 73 and 74: Handling of FWSN cases. Confidentia
Page 75 and 76: In response to Special Act 04-5, DC
Page 77 and 78: for all DCF Social Workers and CSSD
Page 79 and 80: IX. APPENDICES Table of Contents Ap
Page 81 and 82: Appendix II FAMILIES WITH SERVICE N
Page 83 and 84: FWSN ADVISORY BOARD - TRUANCY SUBCO
Page 85 and 86: LEGISLATIVE DRAFTING SUBCOMMITTEE M
Page 87 and 88: States continue to struggle with th
Page 89 and 90: Appendix IV Detailed Population Dem
Page 91 and 92: Chart 1 shows a detailed analysis o
Page 93 and 94: Most of the assessed children score
Page 95 and 96: Appendix V Highlights of Other Prog
Page 97 and 98: The programs also provide preventio
Page 99 and 100: Appendix VII Evaluation of FWSN sys
Page 101 and 102: Table of Contents Introduction Page
Page 103 and 104: considered “gender-specific” or
Page 105 and 106: filed during the months of April, M
Page 107 and 108: or guardian, the child, parent or g
Page 109 and 110: general statutes, as amended by thi
Page 111 and 112: X. GLOSSARY OF TERMS ADP - Alternat
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FWSN-advisorybd-repo.. - The Connecticut Juvenile Justice Alliance

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