Transcript Document

Addressing the Needs of Youth in Juvenile Justice
Systems
October 26, 2004
Dr. Bill East, Executive Director
National Association of State Directors of Special Education
[email protected]
www.nasdse.org
Mental Health and Juvenile Justice
• Congressional investigators report 15,000
children with psychiatric conditions were
improperly incarcerated when mental health
services were not available.
• These children were as young as 7 years
old.
Source: New York Times (2004)
Mental Health and Juvenile Justice
• More than 340 detention centers reported
that children with mental illness were being
housed there as there was nowhere else for
them to go.
• 71 centers in 33 states were holding
children with psychiatric conditions with no
charges.
Source: New York Times (2004)
Juvenile Crime Statistics
Students with Disabilities and
Juvenile Justice
• Research suggests the prevalence of special
education disabilities is about 4 to 5 times
greater in the juvenile justice system than
the rate of special education disabilities in
the general population.
• Approximately 30-50% of youth in the
correctional system have a disability.
Source: Rutherford, Bullis, Anderson and Griller-Clark (2002)
Increase in Juvenile Population
Source: Office of Juvenile Justice and Delinquency Prevention
National Resources
• Office of Juvenile Justice and Delinquency
Prevention (OJJDP)
– www.ojjdp.ncjrs.org
• National Center on Education, Disability
and Juvenile Justice (EDJJ)
– www.edjj.org
• National Center for Mental Health and
Juvenile Justice (NCMHJJ)
– www.ncmhjj.com
October 26, 2004
Juvenile Education Initiative:
A Successful Model Addressing Education
for Special Education and “At Risk” Youth
Marcia Harding, Director
Special Education Unit
Arkansas Department of Education
1401 West Capitol, Suite 450
Little Rock, AR 72201-2936
501-682-4221/[email protected]
“Research and best practices
initiatives are contributing to improved
practices in juvenile justice. As we
continue to learn more about the causes
and correlations of delinquency, we are
developing a better understanding of
how programs and services can help
youth. Education is one of these critical
services and can assist a troubled youth
to return to a law abiding lifestyle.”
(Shay Bilchek, former administrator,
OJJDP)
Detention Education vs. Corrections Education
 Different purpose
 Short lengths of stay vs. long term
stay
 Short term stays are difficult to
measure
effectiveness
 No standard system of delivery
Carol Cramer Brooks, President,
Council for the Education of At Risk
and Delinquent Youth, 2003
Detention Education Goals
 Maximize learning and remedial
opportunities for incarcerated youth
 Provide wrap-around, holistic
services through collaborative
programs
Carol Crammer Brooks,
2003
Detention Education - General Beliefs
 Education is the cornerstone of
institutional programs
 The public school design and instructional
strategies are not compatible with the
needs of the typical juvenile justice
populations
 Detention Education programs are largely
understaffed and under funded.
 The public schools have generally
abdicated their responsibility to fund and
deliver effective education to youth who
represent few redeeming qualities.
Carol Crammer
Detention Education – A National Problem
 Unregulated
 Lack of consensus regarding
purpose
 Identity Crisis
 Inappropriate model
 Untrained and inappropriate staff
Brooks, 2003
Carol Crammer
Purpose of this Presentation
 To briefly explain the
history, regulations,
and governance of
educational programs
in Juvenile Detention
Centers in Arkansas
 To explain the purpose
of JEdI and show
results of our studies
Arkansas Juvenile Detention Facilities Education
 1991- Juvenile Detention Facilities
Review Commission set standards for
programs.
 Educational programs were originally the
responsibility of Juvenile Justice.
 1995-Arkansas Department of Education
became legally responsible for the
reimbursement of educational services
provided in juvenile detention facilities.
2000 – IDEA - Section 18.03.3 defines Juvenile Detention
Facility (JDF) Any facility operated by a political
subdivision of the State for the temporary care of
juveniles alleged to be delinquent, or adjudicated
delinquent, who require secure custody in a physically
restricting facility. Under Ark. Code Ann. 9-27330(a)(11), such facility must provide educational and
other rehabilitative services to adjudicated delinquents
who may be ordered by the court to remain in the
juvenile detention facility for an indeterminate period
not to exceed Ninety (90) days.
2001- Memorandum of Understanding
Annual Program Approval
Annual Budget Requests
Attendance Reporting
Shareholders
Juvenile Judges (45)
And Juvenile Justice Programs
County Governments,
Quorum Courts, County
Judges, County Sheriffs
Special Education Unit, DOE
School Districts where
JDFs are located
JDF Classrooms / Educational Programs
 45 educators work with Arkansas’
incarcerated youth
 Educational facilities range in size,
number of classrooms, and
resources
 A variety of programs have been
used to delivery services through
the years: PACE, Plato, Nova Net,
teacher made lesson plans,
individual school lessons
The number of youth incarcerated
in Arkansas JDFs
August 2002 – July 2003
6,812
August 2003 – July 2004
8,213
Arkansas youth who attended class
while incarcerated within the 15
Juvenile Detention Facilities
August 2002 – July 2003
5,457
August 2003 – July 2004
6,340
Juveniles of the JDF Classrooms
Gender
28% Female
72% Male
Race/Ethnicity
37% African American
56% Caucasian
5% Hispanic
1% Asian
1% Native
American/Other
Our JDF Students are:
FINS or Delinquents
• Between 10-18 years of age
• 19% are Special Education students
• Attend school 3-6 hours Monday – Friday
• May attend school 9.5 to 12 months a year
• Stay in the JDC an average of 17 days
• 29% are repeat offenders
Arkansas’ aggressive
approach to providing a
statewide quality
educational program for its
incarcerated and “at-risk”
JEdI Project Goals
1.
2.
3.
4.
To ensure FAPE in every JDF (Free and
Appropriate Public Education)
To ensure that Mathematics and Literacy
(Reading) be given priority-as mandated by
NCLB
To ensure that students in the JDF
environment be physically tracked throughout
their education
To ensure continuity of instruction as
students pass into and out of JDF
environments
One unwritten goal is to compile
data about our
students so
that better decisions can be made
about future programs
Phases of JEdI
Phase 1 -
In 2001 a web based program was
Piloted in Sebastian County JDC and all
other JDFs were given software
program SkillsBank4
Phase 2In early 2003, all JDFs were required
to submit demographic information and
the results of SkillsBank interventions for
a research project
Phase 3In 2003, JDFs began converting their
system of delivering FAPE from
SkillsBank to the web based program
SkillsTutor.
Phase 4By May 2004, ten sites had become
regional web sites. By November, 14 of
the 15 JDFs will be regional sites. All
sites are required to submit reports on
www.arkjedi.com
JEdI is a two-way street at Regional
SkillsTutor Sites
 Juveniles currently residing in
detention centers can be placed on
our SkillsTutor programs and when
released can continue on the program
at school, home, libraries, etc.
 “At Risk” and Special Education
students from surrounding schools
can be placed on the SkillsTutor
program before they ever come to a
JDF -- free of cost to their school
Academic Outcomes
(Feb 2003 – August 2004)
Tutorial Areas
PreTest Averages
PostTest
Averages
Mathematics
60%
75%
Reading
56%
75%
Language Arts
50%
64%
Special Ed Outcomes
(Feb 2003 – August 2004)
Tutorial Areas
PreTest Averages
PostTest
Averages
Mathematics
55%
71%
Reading
53%
73%
Language Arts
39%
51%
What JEdI has Accomplished
• Implemented a remediation program in
every JDF assuring FAPE
• Contributed to the wrap-around service by
improving the educational portion of the
holistic approach- with continuity of
education
• Placed emphasis statewide on reading
and math instead of trying to teach
everything through traditional educational
settings and methods (NCLB)
• Regulated educational programs by
increasing reporting requirements and
adding a fulltime project coordinator to
assist JDFs statewide
• Helped JDFs change their overall
educational goals by emphasizing that
JDFs are short term stay facilities and
different from long term correctional
facilities that can offer a wide range of
courses necessary for students to earn HS
credit
• Created a JEdI Website (www.arkjedi.com)
and trained staff to perform online
reporting to the DOE.
• Helped to organize and network JDF
teachers and provided training and the
sharing of information
• Provided a standard and successful
system of delivery of educational
programs while each detention center
maintained its uniqueness
Sites to Visit
• www.arkjedi.com- to find out what is
happening with JDF Education and the
short cut to the educational program
• http://arksped.k12.ar.us- Arkansas
Department of Education / Special
Education
• http://www.arkleg.state.ar.us/- Arkansas
Legislative Home Page
• http://www.arkleg.state.ar.us/NXT/gateway
.dll?f=templates&fn=default.htm&vid=blr:
code – Arkansas Code 6-20-104
Florida Department of
Education
Juvenile Justice Education
Programs
NASDSE Annual Conference
October 26, 2004
Florida’s 2004 Hurricane Season
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Tropical Depression
Bonnie
Hurricane Charley
Hurricane Frances
Hurricane Ivan
Hurricane Jeanne
www.volunteerflorida.org
Florida’ Juvenile Justice Programs
Framework and
Governance
 DJJ Population
Characteristics
 Funding, Reporting,
and Accountability
Mechanism
 Outcomes

Framework for DJJ Educational
Programs

Florida has a law specific to DJJ
educational programs (s. 1003.52, F.S.)
that:
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identifies educational expectations including
supporting treatment goals and leading to the
receipt of a standard diploma or its equivalent
requires annual quality assurance reviews with
the Department of JJ
requires an annual cooperative agreement
specifies funding, reporting, and accountability
mechanisms
Local Governance

Florida’s 67 local school districts
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are responsible for providing education
services to youth in juvenile justice facilities
located in their district
may deliver education services directly or
contract with a private provider
must fund these programs at same or higher
level of funding than equivalent students in the
district
must negotiate a cooperative agreement with
DJJ on delivery of educational services
State Governance
The Department of Education (DOE) is
serves as the lead agency for juvenile
justice education programs.
 DOE and the Department of Juvenile
Justice have developed
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cooperative agreement and plan for JJ
education service enhancement
State Plan for Vocational Education for Youth in
DJJ facilities
DOE produces and annual report on DJJ
educational programs.
Juvenile Justice Population

In 2002-03, school districts provided
educational services to a total of 46,322
students in juvenile justice facilities.
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76% male, 24% female
73% were in grades 8-10, 41% in grade 9
70% were overage for grade placement
38% were eligible for exceptional student
education programs
Funding, Reporting, and
Accountability

Funding

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DJJ educational programs are funded to
local school districts in the same manner
as other public school students (Florida
Education Finance Program).
The funding system includes a “hold
harmless” for the “high cost” DJJ students
with disabilities (weighted cost factors 254
and 255).
Funding, Reporting, and
Accountability – cont.

Reporting
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Student and teacher
data regarding DJJ
programs is submitted
by local school districts
on the same frequency
as other public school
students.
Additional data is also
collected during annual
quality assurance visits.
Funding, Reporting, and
Accountability – cont.
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Accountability
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All academic
requirements for low
performing students
also apply to DJJ
students (e.g.,
academic improvement
plans, etc.).
Participation in the
statewide assessment
program (FCAT) is also
required.
DJJ programs were
included in the state’s
calculation of AYP.
Some met AYP.
Funding, Reporting, and
Accountability – cont.

DOE administers a discretionary project
(Juvenile Justice Educational Enhancement
Program (JJEEP)) to assist in the provision
of high-quality education through
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quality assurance reviews
provision of technical assistance
research in best practices
provision of policy recommendations to ensure
successful transition back into community
http://www.jjeep.org/
Quality Assurance Review Process

Examines juvenile justice education
programs in four areas
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Transition
Service Delivery
Educational Resources
Contract Management
Standards/indicators are revised annually
by facility/program type
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Detention
Day treatment
Residential commitment
Quality Assurance Ratings Scale
Numerical Score
7,8,9
4,5,6
1,2,3
0
Rating
Superior Performance
Satisfactory
Performance
Partial Performance
Nonperformance
2003 Mean Scores by Standard and Overall (n=180)
5.65
Overall Score
5.02
Contract Management
Administration
5.70
Service Delivery
5.84
Transition
0
5.43
1
2
3
4
5
6
7
Quality Assurance and Monitoring
The DJJ QA process includes the review of
some of the requirements for students
with disabilities.
 Records of DJJ SWD’s are included in
DOE’s system for monitoring programs for
students with disabilities.
 Have had a few IDEA
complaints regarding services to these
students filed within the past five years.

JJ Education Outcomes
95.6% of 2002-03 juvenile
justice education students
taking the GED tests passed
 70% of the students were
promoted at the end of the
school year
 4.5% of students in grades 912 dropped out of school
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Quality DJJ Educational Programs

Expectations

Governance
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Collaboration

Accountability