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ND Topical CallSubgrantee Monitoring Tools: Conditions for Learning and Special Populations (Call 2)
September 9, 2015
2
Agenda
1. Subgrantee Monitoring Topical Call Series Overview
2. Video Discussion: Conditions for Learning in DC’s Juvenile Justice System
3. The Conditions for Learning
4. Sample Tools for Assessing Conditions for Learning
5. Video Discussion: The Unique Challenges and Conditions Faced by Teachers in Correctional Settings
6. “Red Flags”
7. Activity: Adapting CFL Assessment Tools
8. Federal Guiding Principles
9. Case Study: Equal Access to Services
10. Resources
3
Series Overview
Develop familiarity with subgrantee monitoring tools
Practice administering the tools using fictional data, scenarios and videos of classroom practice
Practice analyzing the data collected by the tools
Discuss how to adapt the tool to local contexts
4
Series Overview: Call 1
Meeting Civil Rights Obligations (Activity: Program Performance Data) Teacher equity
College and career readiness
School discipline
5
DISCUSSION
What do you hope to get out of today’s call?
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Discussion
Did this video resonate with you?
What key concerns did you see in this video?
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POLLWhat are the conditions for learning?
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Conditions for Learning
SafetySupportSocial Emotional LearningEngagement and Challenge
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Discussion
How would you characterize the conditions for learning in your Title I, Part D facilities funded in your State? What concerns do you have in terms of:
safety?
support?
social emotional learning?
engagement and challenge?
12
Discussion
What positive changes did you see in the video in terms of:
Safety?
Support?
Social Emotional Learning?
Engagement and Challenge?
13
POLL
What tools are you using to assess CFL in your facilities?
14Sample Tools for Assessing Conditions for Learning
Performance Based Standards
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Performance Based Standards (PbS)
Launched by Office of Juvenile Justice and Delinquency Programs in 1995 and promoted by Council of Juvenile Correctional Administrators
PbS system offers goals, standards, tools, resources on best practices and reports to help facilities, programs and agencies
meet PbS Standards
measure progress overtime and in comparison to others
PbS is guided by two principles:
o You cannot change or improve what you don’t measure
o Data is information with a purpose to create change and reform
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PbS Education Standards
Quantitative indicators for youth who have been confined for six months or more:
Percent of youths whose math scores increased between admission and discharge
Percent of youths whose reading scores increased between admission and discharge
Percent of youths whose records indicate they have received a math test at admission
Percent of youths whose records indicate they have received a reading test at admission
Percent of youths whose records indicate that they have received the educational programming prescribed by their individual treatment plans
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PbS (Cont’d)
From Youth Climate Survey report:o The number of youth who perceive the school program as
good
o The number of youth out of those surveyed who have been attending school
From Staff Climate Survey:o The number of staff who perceive the school program as
good
o Staff rating of the education program
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PbS (Cont’d)
Qualitative indicators:
IEPs are maintained in the youth’s educational record
The education program is maintained 12 months a year for the number of hours specified by state law; school calendars/ schedules are posted throughout the facility
The education records of youths confined for more than 14 days include education records from their most recent school
Youths held in room confinement / isolation receive education programming and materials
The facility uses aggregate and summary education data to develop a plan to improve education
Education classes are held as scheduled
19Sample Tools for Assessing Conditions for Learning
Some of the most common, research-based tools for monitoring and evaluating instruction are not typically created for juvenile justice settings in which teachers face unique challenges:
AIR Conditions for Learning Surveys
National Clearinghouse on Supportive School Discipline (NCSSD) CFL School Audit Checklist
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VIDEOJuvenile Hall
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POLL
What unique challenges or conditions do teachers in correctional settings face?
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Students Using “Packets”
Photocopies of out-of-date workbook pages,
Word Searches and
Crossword puzzles.
23Limited Evidence of Parent Involvement
School Open Houses
Monthly Parent Meetings
Frequent phone calls and visits
Reentry Planning
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Time Away from the Classroom
Poor behavior resulting in segregation
No education services while segregated
No attention to planning evidenced-based behavior interventions
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504, IEP & ELL Accommodations
Teacher is unfamiliar with individual student accommodations
Teacher is unable to identify students with accommodations or plans
Teacher refuses to utilize certain accommodations
List of accommodations and/or notice of accommodations not provided to teachers
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Behavior Plans & Classroom Routines
Classroom routines and rules not established
Classroom routines and rules not consistently followed
Behavioral interventions not employed
Classroom structure contributes to negative student behavior
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Course Standards
Teacher not aware of course pacing
Teacher not aware of course standards and objectives
Teacher refuses to follow course standards
Teacher preference directs instruction
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ACTIVITYAdapt the NCSSD CFL Audit Tool
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Adapt the NCSSD CFL Audit Tool
Subdomain 4.2: Academic Challenge
Students are offered explicit instruction in study skills
Students have the access and opportunity to take college preparatory coursework
We have clearly stated goals for academic achievement
We have academic goals that are linked with systemwide and community academic expectations
We have a means for ensuring that students know what the academic expectations are
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Adapt the NCSSD CFL Audit Tool (Cont’d)
Instructional staff understanding and support of these expectations are reflected in: lessons plans
student assignments
formative assessments
samples of student work
Instructional staff are provided ongoing, training and resources that are aligned with academic expectations
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Adapt the NCSSD CFL Audit Tool (Cont’d)
Academic goals are coordinated across grade levels and subject areas
The learning environment is differentiated so that ALL students have the opportunity to meet academic expectations
We systematically assess and monitor student progress on these academic goals
Academic supports and interventions are accessible to students who are struggling to meet expectations
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FEDERAL GUIDING PRINCIPLES
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CASE STUDY
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Case Study
Due to a recent accounting scandal involving several privately run juvenile correctional facilities in your state, the Department of the Corrections has elected to temporarily close two facilities including the state’s only girls’ prison. The director of the DOC decides to move the girls to a nearby boys’ facility but due to safety and security concerns, will not allow the girls to attend school in the facility’s classrooms. The local school district agrees to oversee and staff an attendance center for the girls in a mobile unit. The girls would receive packets prepared by and graded by the teachers in the boys’ prison. There would be an onsite administrator who is not licensed to teach in the state but has an administrative endorsement. The school district will supply a special education teacher with multiple endorsements on an as-needed basis. Diplomas would be issued by the boy’s prison high school.
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POLLAcceptable or unacceptable?
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Case Study
2014 Dear Colleague Letter on the Civil Rights of Students in Juvenile Justice Residential Facilities: Civil rights obligations of facilities include providing equal access to academic coursework and career and technical education, including equal opportunities for male and female students in single-sex settings
2007 Dear Colleague Letter on nonvocational single-sex classes and extracurricular activities: The regulations require that recipients of Federal funding provide to all students, including the students excluded from the single-sex class or extracurricular activity on the basis of sex, a substantially equal single-sex class or extracurricular activity in the same subject or activity.
37
Case Study
Office for Civil Rights
Federal civil rights enforcement agency housed by U.S. Department of Education
Mission is to ensure equal access to education and to promote educational excellence through vigorous enforcement of civil rights laws that prohibit discrimination on the basis of race, color, national origin, sex, disability, and age
38
Case Study
Has jurisdiction over programs and activities that receive financial assistance from the Department of Education such as: State education agencies
Elementary and secondary school systems
Colleges and universities
State vocational rehabilitation agencies
Juvenile justice facilities
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Case Study
Receives complaints from parents, students or advocates, conducts agency initiated compliance reviews, and provides technical assistance to school districts, parents or advocates
Investigates and resolves complaints of discrimination related to: Title IX of the Education Amendments of 1972
Title VI of the Civil Rights Act of 1964
Section 504 of the Rehabilitation Act of 1973
Title II of the Americans with Disabilities Act of 1990
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Case Study
Provides technical assistance to help institutions, parents and students understand their rights and responsibilities: Presentations
Responses to telephone and written inquiries
Workshops
Consultations
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SAMPLE SUBGRANTEE MONITORING TOOL
LA Quality Assurance Plan
42
DISCUSSION
What are the strengths and weaknesses of your tools having explored this content?
43
QUESTIONS?
44
Resources
http://www.ndcommunities.org/calls/subgrantee-monitoring-tools-call-2
45
Parting Questions
What needs have not been addressed by this call series that NDTAC could address in the future?
Are the call recap documents helpful?
