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Components of Educational Programming in Secure Long-Term Settings

Tom O’Rourke, Consultant and NDTAC Expert Panelist; Victoria Rankin, AIR, NDTAC ND State Liaison and Teal Community Lead; Simon Gonsoulin, Project Director, NDTAC; Okori Christopher, Research Associate, NDTAC

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Education Stats of Youth in the Juvenile Justice System

• Reading and math scores, 3 or more grade levels below peers who are not system-involved (typically between 5th and 9th grade)

• 80% have been suspended and 50% have been expelled from school within the last year

• 60% have been retained; have no high school credits upon entrance

• Delinquent youth requiring remediation in math or reading are twice as likely to recidivate

• 66% of boys and 75% of girls meet diagnostic criteria for psychiatric disorder

• Learning disabilities and emotional/behavioral disorder most common educational disabilities

• Over 40% eligible for IDEA servicesGagnon & Barber, 2010

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Necessary Components of Facility-Based Education Program per Federal Litigation

• Personnel• Instruction• Special Education and 504 Supports/Services• Pre-vocational and Career/Technical Services• Library Services• Materials and Equipment• Ongoing Continuous Quality Improvement Efforts

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Center for Juvenile Justice Reform Monograph:Principles and Practices

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NDTAC Practice Guide: Individually Tailored Academic and Behavioral Supports

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Practices and Strategies

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Practice 1: Collect and Use Data To Identify Student Needs and Develop Learning Plans

Strategies:

1. Provide a systematic process for using data to identify needs, screen for indicators of larger issues, monitor outcomes, and make educational decisions.

2. Develop and maintain personalized learning plans (PLPs).

3. Share information to facilitate students’ success and well-being.

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Practice 2: Implement Procedures To Ensure Smooth Transitions

Strategies:

1. Include transition activities in student PLPs.

2. Establish formal mechanisms for the exchange of educational data and records.

3. Prioritize and allocate funds for transition supports and programs.

4. Conduct ongoing monitoring and continuous quality improvement of transition efforts.

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Practice 3: Address Gaps in Academic Skillsand Accelerate Learning

Strategies:

1. Base instruction on functional and curriculum-based evaluation of student needs.

2. Provide tiered academic intervention programs.

3. Use explicit scaffolded instruction.

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Strategies:

1. Personalize the learning environment and instructional content.

2. Build conditions and opportunities that demonstrate to students their success.

3. Provide engaging, interactive, and hands-on learning opportunities.

4. Engage youth in educational decisionmaking.

Practice 4: Instruct Students in Ways That Engage Them in Learning

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Strategies:

1. Manage student behavior with positive rather than punitive approaches.

2. Engage the family to gain greater insight into youth’s behavioral needs.

3. Create a structured learning environment.

4. Align behavior management approaches across settings and domains.

Practice 5: Address Behavioral and Social Needs To Promote Educational Success

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Activity and Q&A

• Practice A: Implement procedures to ensure smooth transitions

• Practice B: Instruct students in ways that engage them in learning process

• Inclusion and exclusion criteria—non-negotiables that the facility/school must meet

• These criteria indicate whether a facility/school is successfully carrying out the practice

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Reference

Gagnon, J. C., & Barber, B. R. (2010). Characteristics of and services provided to youth in secure care facilities. Behavioral Disorders, 36, 7–19.