Education Stats of Youth in the Juvenile Justice System

1. Components of Educational Programming in Secure Long-Term SettingsTom 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

2. 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 services Gagnon & Barber, 2010

3. 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

4. Center for Juvenile Justice Reform Monograph:Principles and Practices

5. NDTAC Practice Guide: Individually Tailored Academic and Behavioral Supports

6. Practices and Strategies

7. Practice 1: Collect and Use Data To Identify Student Needs and Develop Learning Plans Strategies: • Provide a systematic process for using data to identify needs, screen for indicators of larger issues, monitor outcomes, and make educational decisions. • Develop and maintain personalized learning plans (PLPs). • Share information to facilitate students’ success and well-being.

8. Practice 2: Implement Procedures To Ensure Smooth Transitions Strategies: • Include transition activities in student PLPs. • Establish formal mechanisms for the exchange of educational data and records. • Prioritize and allocate funds for transition supports and programs. • Conduct ongoing monitoring and continuous quality improvement of transition efforts.

9. Practice 3: Address Gaps in Academic Skillsand Accelerate Learning Strategies: • Base instruction on functional and curriculum-based evaluation of student needs. • Provide tiered academic intervention programs. • Use explicit scaffolded instruction.

10. Practice 4: Instruct Students in Ways That Engage Them in Learning Strategies: • Personalize the learning environment and instructional content. • Build conditions and opportunities that demonstrate to students their success. • Provide engaging, interactive, and hands-on learning opportunities. • Engage youth in educational decisionmaking.

11. Practice 5: Address Behavioral and Social Needs To Promote Educational Success Strategies: • Manage student behavior with positive rather than punitive approaches. • Engage the family to gain greater insight into youth’s behavioral needs. • Create a structured learning environment. • Align behavior management approaches across settings and domains.

12. 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

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