通过标题I，支持学生安全护理，D部分

当我们想到教育学生时，我们倾向于想象学生早上到达的学校，并在一天结束时回家。然而，多达271,000名学生在安全护理或其他住宅设施上上学。

对这些学生进行教育需要专门的培训和跨机构的仔细合作。因此，每个州通过美国教育部的资助标题I，D部分被忽视或拖延的程序 - 确定这些资金的最佳使用是所有标题I（D部分）协调员的重中之重。

As Murray Meszaros, education specialist and the state administrator of the Part D program for the Utah State Board of Education, sees it, “I am responsible for taxpayers’ dollars, and … I want to make sure we provide the best possible services, processes, and programs to serve the needs of students in state care.”

评估犹他州高危学生的教育系统

2013年春季，梅萨罗斯（Meszaros）通过犹他州的标题I（D部分D计划）寻求外部帮助，以改善教育。根据Meszaros的要求詹妮弗·洛夫勒 - 贝西亚对犹他州教育与少年司法部之间的合作进行了全面评估。当时，Loeffler-Cobia是私人顾问和刑事司法专家。她现在是AIR的高级研究员。She developed and administered a survey, traveled to all six state juvenile secure-care facilities to conduct focus groups with facility staff and administrators, and produced a report on Utah’s successes and challenges relating to research-based collaboration practices, including recommendations for taking their collaboration to the next level.

例如，Loeffler-Cobia建议对教育和少年司法人员进行联合培训。正如Loeffler-Cobia所解释的那样：“您的老师可以在这些人群中工作，这与传统的高中或中学环境完全不同。他们了解如何教数学，英语，阅读和科学，但不一定要与高风险的学生一起学习……这些学生在接受教育的同时在治疗中遇到不同的情感和行为挑战。”

将基于循证的实践用于工作

Loeffler-Cobia的培训提供了有关课堂行为的基于证据的实践，减少累犯，从安全的护理中过渡等等。当每个设施制定了一个协作计划并将其付诸实践时，她在场提供技术援助。

Utah’s education and juvenile justice departments wanted to continue learning, particularly about “evidence-based practices for transition—getting these kids back into the community safely, where they can be productive members of society and grow up to be safe, healthy adults,” Loeffler-Cobia recalled.

为了支持这一点，Loeffler-Cobia和Air高级研究员尼古拉斯读对犹他州的过渡实践进行了高级研究。两人开发并管理了另一项员工调查，并再次旅行，这次在包括学生在内的每个设施都在每个设施中进行焦点小组。

在编译和交付报告后，Loeffler-Cobia和Read Read支持犹他州，将报告的建议付诸实践，并开展了一个面对面的培训课程，以了解如何在学生过渡出安全护理时如何支持他们。后来阅读领导了一系列六个在线培训模块的开发，每个模块长约10分钟。这些模块为每个设施的教育过渡专家和少年司法人员提供了一套共同的目标，适用的程序以及一致的政策，以支持学生进入，在他们之间，迁移和退出安全护理设施时。

“Often times, the researcher produces a report, hands it to the person who’s providing the funds and who needs the services, and says, ‘Good luck, have a good ride, enjoy your trip,’” Meszaros said, noting that his experience working with AIR was the opposite. “I didn’t want that. I wanted tools that people could use into the future, regardless of who was in any given position within the structure we were designing. And I got just that.”