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Coalition for Juvenile Justice Summit: JJDPA Today

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Coalition for Juvenile Justice Summit: JJDPA Today School Leadership for Improving the Lives of Youth: Innovative Steps for Preventing Placement of Youth – PowerPoint PPT presentation

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Title: Coalition for Juvenile Justice Summit: JJDPA Today


1
Coalition for Juvenile Justice Summit JJDPA
Today
  • School Leadership for Improving
  • the Lives of Youth Innovative Steps
  • for Preventing Placement of Youth
  • in the Juvenile Justice System
  • June 11, 2007

2
JJ/SE Shared Agenda
  • Who we are
  • Nancy Reder, Deputy Director
  • National Association for State Directors of
    Special Education (NASDSE)
  • Judith Storandt, Senior Staff Attorney
  • National Disability Rights Network (NDRN)

3
Why We Began Our Shared Agenda Initiative
  • Two different organizations with a shared
    interest/concern
  • Students with disabilities are over-represented
    in the juvenile justice system
  • They might not belong there.
  • Whether they do or not, they might not be getting
    services.
  • Secure confinement can harm them.
  • The Dangers of Detention. (Justice Policy
    Institute , 2006)

4
Juvenile Justice/ Special Ed Issues
  • Surgeon General reports that 20 of children ages
    9-17 have a mental or addictive disorder.
  • 2/3s of juvenile detention facilities hold youth
    who are waiting for community mental health
    services.

5
JJ Issues (continued)
  • Detention facilities are not equipped to provide
    adequate care to youth with mental illness who
    are incarcerated while waiting for treatment
    services.
  • Delinquency is not synonymous with violence
    only 4 of youth arrests involve violent crimes.

6
JJ Issues (continued)
  • Common school behavior problems are related to
    defiance, insubordination and are not related to
    physical threats, confrontations, fighting or
    other dangerous behaviors.
  • Problematic behaviors in school that are
    manifestations of a students disabilities should
    be addressed by Behavior Support Plans, not by a
    referral to the JJ system.

7
JJ Issues (continued)
  • Youth in detention facilities
  • Might not be identified as having a disability
    or
  • they might have an Individualized Education
    Program (IEP) but are not getting services
    required by their IEPs.
  • Short stays in detention disrupt educational
    programming.

8
Risks for Behavior Problems and Delinquency
  • Poverty
  • Gender and ethnic bias
  • Chronic behavior and mental health issues
  • Neurobiological risks
  • Family factors
  • Community and peer factors
  • Schools
  • Foster care

9
Mitigating Risk Factors
  • Schools can mitigate risk factors by building
    protective factors
  • Communication
  • Cognition, academic performance
  • Pro-social behavior

10
How to Break the School-to-Prison Pipeline
  • Develop strategies that promote school success.
  • Provide teachers the tools they need.
  • Develop school-family-community partnerships.

11
Educational success reduces delinquency
  • Quality education can serve as a turning point
    for youth confined in JJ facilities.
  • Confined youth typically enter JJ facilities with
    significant educational deficiencies, scoring on
    average two to three grade levels below their age
    in academic achievement.
  • Many have chronic histories of school failure,
    truancy, dropout, and school discipline problems.

12
Educational Success Reduces Delinquency
  • Quality educational programs in JJ facilities
    have been effective in correcting academic
    deficiencies.
  • The more education that youth complete while
  • incarcerated, the lower their recidivism
    rate.
  • (Black et al., 1996 Foley, 2001 Harer,
    1994).
  • See The Importance of Reading Literacy, a NDTAC
    webinar (June 2006) at www.ndtac.org/nd/events/we
    binars.asp.
  •  

13
JJ/SE Shared Agenda History
  • Background
  • First group meeting March 2005
  • Evolution of shared initiative into a white
    paper and Tools for Success

14
Part I White Paper
  • School Leadership for Improving the Lives of
    Youth Innovative Steps for Preventing Placement
    of Youth in the Juvenile Justice System
  • Author Kevin Dwyer
  • Release date June 2007
  • Will be available online at www.edjj.org/focus/pr
    evention/JJ-SE.htm

15
Part II Tools for Success
  • JJ/SE Shared Agenda, Tools for Promoting
    Educational Success and Reducing Delinquency,
    NASDSE NDRN, Washington, DC January 20007
  • Currently available on EDJJ website
    www.edjj.org/focus/prevention/JJ-SE.htm

16
Tools for Success Steps
  • STEP 1. Pre-School Early Intervention Birth
    Through Age 5
  • STEP 2. Universal Interventions
  • STEP 3. Targeted Interventions
  • STEP 4. Intensive Interventions
  • STEP 5. Transition from School to Post- School
    Activities

17
Tools for Success Steps
  • STEP 6. Children in the Child Welfare System
  • STEP 7. Court-Involved Youth
  • STEP 8. Youth in Juvenile Justice Facilities
  • STEP 9. School Re-enrollment and Transition from
    Juvenile Justice Facilities

18
Need to Address Non- Academic Barriers to Learning
  • Social climate
  • School and community
  • Predictable, consistent
  • Students availability for instruction
  • At school
  • In class
  • Academic engagement
  • Family voice/involvement

19
Prevention, Early Targeted and Intensive
Interventions
  • Multi-tier approach for addressing both behavior
    and academic needs of students
  • Tier 1 core interventions
  • Tier 2 targeted interventions
  • Tier 3 intensive interventions

20
Tiered Intervention
21
Core Features of Tiered Interventions
  • Investment in prevention
  • Universal screening
  • Early intervention for students not at
    benchmark
  • Multi-tiered, prevention-based intervention
    approach
  • Progress monitoring

22
Core Features (contd)
  • Individualized interventions commensurate with
    assessed level of need
  • Use of problem-solving process at all 3 tiers
  • Active use of data for decision-making
  • Research-based practices at all 3 tiers

23
  • Tools for Success

24
Tools for Success The Collaborative Process
  • Work Groups
  • Guidelines
  • Criteria
  • Format

25
What is an evidence-based practice?
  • The integration of
  • the best research evidence
  • with clinical experience and
  • patient values.
  • Institute of Medicine, 2000

26
Why care about EBPs?
  • Its important to have scientific evidence to
    support decision making.
  • Using the best of the best information ensures
    time, money resources are used most
    efficiently.

27
How to evaluate whether an intervention or
program is an EBP
  • Is it backed by strong evidence of
    effectiveness?
  • Based on the
  • ? quality of the research, and
  • ? quality of the evidence.

28
RESEARCH QUALITY
  • Not all research evidence
  • is of equal value.
  • There are hierarchies of evidence, based on the
    quality of the research design used.
  • The higher the quality of the research design,
    the greater the level of confidence in the
    results.

29
Some research designs that can be used to
evaluate effectiveness
  • Anecdotal consumer satisfaction
  • Case study
  • Pilot study
  • Single group pre-post test study
  • Comparison group (quasi experimental)
  • Multiple quasi-experimental studies
  • Single study using a random control trial (RCT)
  • Clinical trial replications with different
    populations

30
Pyramid of Research Evidence (COCE, 2000)
31
Educational success reduces delinquency
  • Quality education can serve as a turning point
    for youth confined in JJ facilities.
  • Confined youth typically enter JJ facilities with
    significant educational deficiencies, scoring on
    average two to three grade levels below their age
    in academic achievement.
  • Many have chronic histories of school failure,
    truancy, dropout, and school discipline problems.

32
Educational Success Reduces Delinquency
  • Quality educational programs in JJ facilities
    have been effective in correcting academic
    deficiencies.
  • The more education an individual completes while
    incarcerated, the lower their recidivism rate.
    (Black et al., 1996 Foley, 2001 Harer, 1994).
  • See The Importance of Reading Literacy, a NDTAC
    webinar (June 2006) at www.ndtac.org/nd/events/we
    binars.asp.
  •  

33
Tools for Success Selection Criteria
  • Best practices evidence-based identified as the
    result of research, preferably large, randomized
    control trials
  • Promising practices there are recorded positive
    outcomes, but no rigorous research
  • Emerging practices founded on sound theory
    e.g., learning theory, social developmental
    theory, behavioral and attribution theory).

34
Tools for Success Format
  • Brief overview
  • Implementation essentials
  • Program evaluation
  • Available evidence
  • Resources
  • Background reading

35
Evaluating Evidence-based Practices -- Resources
  • Identifying and implementing Educational
    Practices Supported by Rigorous Evidence A User
    Friendly Guide. (2003). Coalition for
    Evidence-based Policy. http//www.ed.gov/rschstat/
    research/pubs/rigorousevid/indexhtml 
  • Turning Knowledge Into Practice  A Manual for
    Behavioral Health Administrators and
    Practitioners About Understanding Implementing
    Evidence-Based Practices. http//www.openminds.com
    /indres/ebpmanual.pdf

36
National Collection Sites for Model Programs
Interventions
  • See List in Tools for Success, Appendix C
  • Examples
  • Model Programs Guide. Office of Juvenile Justice
    and Delinquency Prevention (OJJDP), U.S.
    Department of Justice (May 2003).
    http//www.dsgonline.com/mpg2.5/search.htm

37
National Collection Sites (continued)
  • Exemplary and Promising Safe, Disciplined and
    Drug-Free Schools Programs http//www.ed.gov/admin
    s/lead/safety/exemplary01/exemplary01.pdfsearch
    22CASASTART2022Safe20and20Drug20Free20School
    s20Program2222
  • Model, Promising, and Does not Work Programs,
    U.S. Surgeon General's Report on Youth Violence.
    (2001) http//www.surgeongeneral.gov/library/yout
    hviolence/chapter5/appendix5b.htmlLST

38
Incarceration is not an Evidence-Based Practice
  • One of the better studies conducted on this
    subject found that prior incarceration was the
    single strongest predictor of future delinquency,
    six times stronger than gang membership and eight
    times stronger than poor family relationships.
  • Vince Schiraldi, JYRD Director
  • From the Director (5-17-05)

39
Tools for Success Step 7. COURT-INVOLVED YOUTH
  • CASASTART sm
  • Dawn Project
  • Educational Advocacy Program
  • LifeSkills Training (LST)
  • Pen Or Pencil
  • Strengthening Families Program (SFP)
  • Truancy Intervention Project Georgia (TIP)

40
Step 8. JUVENILE JUSTICE FACILITIES
  • Discipline with Dignity (DWD)
  • Guided Language Acquisition Design (GLAD)
  • Pathfinder Educational Program
  • Promoting Family Involvement for Youths in the
    Juvenile Justice System
  • School-Wide Behavioral Management in Juvenile
    Corrections
  • Staff Development for Educators of Confined Youth
  • Futures Channel Digital Video Resource Library
    (DVRL)

41
Step 9 AFTERCARE COMMUNITY REINTEGRATION FROM
CONFINEMENT
  • Aftercare for Indiana through Mentoring (AIM)
  • Arizona Detention Transition Project (ADTP)
  • Juvenile Education Initiative (JEdI)
  • Juvenile Re-entry Action Plan (JRAP)
  • Maine Reintegration Teams
  • Merging Two Worlds (M2W)
  • Nashua Re-Entry Project
  • Project SUPPORT
  • Virginia Legislation School Reenrollment After
    Release From Custody

42
Tools for Success
  • Many juveniles can be diverted from delinquency
    or other trouble if their basic needs are met.
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