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It outlines the mission and support role of NDTAC and summarizes the purpose and goals of professional development briefs for Part D programs and correctional education. The brief explains why transition planning matters by linking educational attainment with reduced risk of further justice involvement and improved postrelease engagement.",{"@graph":69,"@context":121},[70,84,104],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":35,"@type":76,"position":81},"https://docshare.wps.com/document/healthcare/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/professional-development-focusing-on-transition/585412/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":98,"encodingFormat":97,"isAccessibleForFree":99,"interactionStatistic":100},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/professional-development-focusing-on-transition/585412.png","ImageObject",300,407,{"name":92,"@type":93},"Aria Callaghan","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-15",true,{"@type":101,"interactionType":102,"userInteractionCount":8},"InteractionCounter",{"@type":103},"ViewAction",{"@type":105,"mainEntity":106},"FAQPage",[107,113,117],{"name":108,"@type":109,"acceptedAnswer":110},"What is the purpose of NDTAC’s professional development briefs?","Question",{"text":111,"@type":112},"They aim to inform planning, design, and delivery of professional development for individuals working in Part D and correctional education programs, raising awareness of how professional development improves Part D service quality and outcomes for youth involved with child welfare and juvenile justice systems.","Answer",{"name":114,"@type":109,"acceptedAnswer":115},"Who are the target practitioners for the professional development content?",{"text":116,"@type":112},"The briefs focus on Neglected or Delinquent (N or D) State coordinators, correctional educators, and providers of Title I, Part D programs and services.",{"name":118,"@type":109,"acceptedAnswer":119},"Why is transition planning considered important for youth involved with juvenile justice?",{"text":120,"@type":112},"The brief connects poor academic attainment with a higher likelihood of future involvement in the criminal justice system and emphasizes transition supports that help youth obtain a high school diploma and move toward postsecondary enrollment, training, or careers.","https://schema.org",{"og:url":83,"og:type":123,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":125,"canonical":83},"index,follow",{"doc_id":127,"site_id":62},585412,1792100125,{"code":4,"msg":5,"data":130},{"doc_id":127,"user_id":131,"nickname":92,"user_avatar":132,"doc_module":4,"category_id":34,"category_name":35,"doc_title":65,"doc_description":67,"doc_content":133,"file_id":134,"file_url":135,"file_type":136,"file_size":137,"view_count":8,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":138,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":41},962084926284,"https://ap-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","NDTAC  \nThe National Technical Assistance Center for the Education of Neglected or Delinquent Children and Youth  \nRamón L. de Azúa Julia Keleher  \nSeptember 2017  \nWashington, D.C.  \nProfessional Development: Focusing on Transition  \n NDTAC   \nISSUE BRIEF:  \nThe National Technical Assistance Center for the Education of Neglected or Delinquent Children and Youth  \nThis document was developed by the National Technical Assistance Center for the Education of Neglected or Delinquent Children and Youth (NDTAC), which is funded by a contract awarded by the U.S. Department of Education (ED) to the American Institutes for Research® (AIR®) in Washington, DC. The mission of NDTAC is to improve educational programming for youth who are neglected, delinquent, or at risk of academic failure. NDTAC’s mandates are to provide information, resources, and direct technical assistance (TA) to States and those who support or provide education to youth who are neglected or delinquent, to develop a model and tools to assist States and providers with reporting data and evaluating their services, and to serve as a facilitator to increase information-sharing and peer-to-peer learning at State and local levels. For additional information on NDTAC, visit [http://www.neglected-delinquent.org](http://www.neglected-delinquent.org).  \nSuggested Citation:  \nde Azúa, R., & Keleher, J. (2017). Issue brief. Professional development: Focusing on transition. Washington, DC: National Technical Assistance Center for the Education of Neglected or Delinquent Children and Youth (NDTAC) .  \nThe content of this document does not necessarily reflect the views or policies of the U.S. Department of Education. This document was produced by NDTAC at AIR with funding from the Student Achievement and School Accountability Programs, Office of Elementary and Secondary Education, U.S. Department of Education, under contract no. ED-ESE-15-O-5037. Permission is granted to reproduce this document.  \nGoals of NDTAC Professional Development Briefs  \nIn 2017, the National Technical Assistance Center for the Education of Neglected or Delinquent Children and Youth (NDTAC) released its first ina series of professional development briefs that focus on the professional development needs and interests of Neglected or Delinquent (N or D) State coordinators, correctional educators, and providers of Title I, Part D (Part D) programs and services. These briefs are intended to inform the planning, designing, and delivery of professional development for individuals working in Part D and correctional education programs. The goals of the briefs are to raise awareness and understanding of how professional development can enhance the quality of Part D services, build capacity for staff charged with addressing the needs of youth who find themselves in the child welfare and juvenile justice systems, and improve outcomes for this population of youth.  \nThe first brief highlighted the key characteristics of effective professional development and emphasized the importance of ensuring professional development was responsive to the characteristics of the N or D population. This second professional development brief seeks to increase practitioners’knowledge about effective transition planning for youth moving into, through, and out of the juvenile justice system, as well as to present ideas for professional development offerings that focus on the topic of transition. The brief also presents insights that emerged during conversations with N or D State Coordinators and Part D subgranteesand examples of effective approaches to transition planning and implementation across the various stages and components that play a role in providing high-quality transition services.  \nWhy Transition Planning Matters  \nCavendish’s 2013 study of academic attainment during commitment and post-release outcomes of juvenile justice system-involved youth points to a significant correlation between the lack of academic attainment for t","cbCaid7MtH22HCDg","https://ap.wps.com/l/cbCaid7MtH22HCDg","pdf",490864,12,"English","# Goals of NDTAC Professional Development Briefs\n# Why Transition Planning Matters","[{\"question\":\"What is the purpose of NDTAC’s professional development briefs?\",\"answer\":\"They aim to inform planning, design, and delivery of professional development for individuals working in Part D and correctional education programs, raising awareness of how professional development improves Part D service quality and outcomes for youth involved with child welfare and juvenile justice systems.\"},{\"question\":\"Who are the target practitioners for the professional development content?\",\"answer\":\"The briefs focus on Neglected or Delinquent (N or D) State coordinators, correctional educators, and providers of Title I, Part D programs and services.\"},{\"question\":\"Why is transition planning considered important for youth involved with juvenile justice?\",\"answer\":\"The brief connects poor academic attainment with a higher likelihood of future involvement in the criminal justice system and emphasizes transition supports that help youth obtain a high school diploma and move toward postsecondary enrollment, training, or careers.\"}]","Professional Development: Focusing on Transition | PDF",1792054678]