1. 1 Using the Federal Guiding Principles for Providing High-Quality Education in Juvenile Justice Secure Care Settings to Support Risk Management

2. 2 Agenda The Federal “Guiding Principles” Using the “Guiding Principles” To Support Risk Management What Is Risk Management? Panel Presentations Panel Q&A and Whole Group Discussion Breakout Sessions

3. 3 About the “Guiding Principles” Package, developed by ED and DOJ, outlines: –Five guiding principles for providing high-quality education in juvenile justice secure care settings –Core activities for consideration by agencies and facilities providing educational services Principles and core activities are not an exhaustive list, but are suggestions for: –Creating environments conducive to the teaching and learning process –Enhancing academic and social-emotional supports –Promoting positive educational outcomes for all system-involved students –Lessening the likelihood of youths reentering the justice system

4. 4 “Guiding Principles” 1.A safe, healthy facility-wide climate that prioritizes education, provides the conditions for learning, and encourages the necessary behavioral and social support services that address the individual needs of all youths, including those with disabilities and English learners.

5. 5 “Guiding Principles” (Continued) 2.Necessary funding to support educational opportunities for all youths within long-term secure care facilities, including those with disabilities and English learners, comparable to opportunities for peers who are not system-involved. 3.Recruitment, employment, and retention of qualified education staff with skills relevant in juvenile justice settings who can positively impact long-term student outcomes through demonstrated abilities to create and sustain effective teaching and learning environments.

6. 6 “Guiding Principles” (Continued) 4.Rigorous and relevant curricula aligned with State academic and career and technical education standards that utilize instructional methods, tools, materials, and practices that promote college- and career-readiness. 5.Formal processes and procedures—through statutes, memoranda of understanding, and practices—that ensure successful navigation across child-serving systems and smooth reentry into communities.

7. 7 Using the “Guiding Principles” To Support Risk Management The “Guiding Principles” offer a framework for SEAs to self-assess risks to their Title I, Part D program—but what is risk management?

8. 8 What Is Risk Management? All SEAs, SAs, LEAs, facilities, and instructional programs have resources, systems, and processes in place that reflect their: –Strategic and operational performance goals –Fiscal requirements –Legal obligations Anything that compromises or jeopardizes the ability of an SEA or its subgrantees to achieve these priorities is a risk.

9. 9 What Is Risk Management? The process of methodically identifying and addressing these risks to accomplish the following: –Improve the likelihood of positive program outcomes –Achieve desired student outcomes

10. 10 Panel Presentations National Perspective –Edward Loughran, Executive Director, Council of Juvenile Correctional Administrators State (Subgrantee) Perspective –Susan Lockwood, Director, Juvenile Justice Education, Indiana Department of Correction Local (Facility) Perspective –Jeannette E. Allen, Principal, Northern Virginia Juvenile Detention Center School

11. 11 Panel Presentations Identify “red flags” that indicate that an instructional program: –Is at risk of not achieving the five guiding principles –May not be meeting the academic needs of students –Is at risk of not meeting Federal, State, and/or local Policy requirements Teaching and learning standards Program performance targets

12. 12 Red Flags Guiding PrincipleRed Flag 1.A safe, healthy, facility-wide climate…  The facility uses excessive isolation/room confinement.  The facility is unsafe.  There is high absenteeism of direct-care staff and teachers due to "fear for safety."  Special education students are spending numerous days outside of the classroom due to behavior sanctions.  The 504, IEP, or ELL accommodations are not being provided in class or during testing.  Behavioral plans and classroom routines are not followed or established.

13. 13 Red Flags Guiding Principle“Red Flag” 4.Rigorous and relevant curricula  Students are observed working out of “packets” in the classroom.  Course standards are not followed. 5.Formal processes and procedures that ensure successful transitions  There is limited evidence of parent/family involvement.

14. 14 EDWARD LOUGHRAN, EXECUTIVE DIRECTOR, COUNCIL OF JUVENILE CORRECTIONAL ADMINISTRATORS National Perspective

16. 2015 NDTAC National Conference May 20, 2015

17. Principle I. A safe, healthy, facility-wide climate that prioritizes education, provides the conditions for learning and encourages the necessary behavioral and social support services that addresses the individual needs of all youths, including those with learning disabilities and English learners. Edward Loughran, Executive Director CJCA

18. Excessive Isolation

19. Healthy learning environment

20. Facility operating in silos

21. Teamwork

22. High absenteeism of direct care staff and teachers due to "fear for safety"

23. Engaged teacher with students

24. Risk Management Risk Management in youth correctional facilities Comparable to risk management when investing in the stock market – manage risk by diversifying one’s portfolio Manage risk in youth correctional facilities by offering diversified programs that will increase positive youth development

25. Role of data in risk management Performance-based Standards (PbS) – data collection on climate related indicators PbS provides a set of goals and standards for individual facilities to meet PbS measures outcomes in eight areas of facility operations: o Climate related indicators – Safety, Security & Order o Treatment program results – Health & Mental Health, Programming (Clinical, Education & Recreation), Justice, Reintegration and Family Engagement

26. Role of data in risk management PbS collects quantitative and qualitative data to measure how well facilities meet PbS Standards 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

27. Diversified Program Diversified program Culture/climate of facility Evidence-based Treatment interventions: o Trauma Informed Care o Aggression Replacement Therapy o Treating Co-occurring disorders of mental health and substance abuse Education Program

28. PbS Education Standards 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 Note: Youths who have been confined for six months or more PbS Education Standards

29. From Youth Climate Survey report: o The number of youths who perceive the school program as good o The number of youths 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 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

30. PbS Education Standards 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

31. Education Outcomes

32. Positive Youth Development Domains and Sub domains Education and Work o Academic and Vocational Learning o Planning for Independence Social Connectedness o Attachment to others o Attachment to community o Responsibility

33. Positive Youth Development Values and Norms o Caring o Equity and Justice o Integrity o Responsibility o Good parenting o Adaptable Health and Well Being o Physical Health o Behavioral and Emotional Health o Lifestyle and Risk taking

34. Positive Youth Development

35. Recidivism Reduction Reduce Recidivism Pathways to Desistance and PbS research demonstrate recidivism reduction is tied to how youth perceive the program Individual perceptions and experiences of youths in residential programs have significant impact on the safety and climate within juvenile facilities as well as recidivism In facilities that participate in PbS, when youths understand the rules, view staff as helpful and school as good, youths are less likely to be afraid, to fight or to be a victim of theft or abuse

36. 36 SUSAN LOCKWOOD, DIRECTOR, JUVENILE JUSTICE EDUCATION, INDIANA DEPARTMENT OF CORRECTION State (Subgrantee) Perspective

37. 37 Students Using “Packets” Photocopies of out-of- date workbook pages, Word Searches and Crossword puzzles.

38. 38 Limited Evidence of Parent Involvement School Open Houses Monthly Parent Meetings Frequent phone calls and visits Reentry Planning

39. 39 Time Away from the Classroom Poor behavior resulting in segregation No education services while segregated No attention to planning evidenced- based behavior interventions

40. 40 JEANNETTE E. ALLEN, PRINCIPAL, NORTHERN VIRGINIA JUVENILE DETENTION CENTER SCHOOL Local (Facility) Perspective

41. Red Flags Instructional Level Risk Management

42. 504, IEP & ELL Accommodations 0 Teacher is unfamiliar with individual student accommodations 0 Teacher is unable to identify students with accommodations or plans 0 Teacher refuses to utilize certain accommodations 0 List of accommodations and/or notice of accommodations not provided to teachers

43. Behavior Plans & Classroom Routines 0 Classroom routines and rules not established 0 Classroom routines and rules not consistently followed 0 Behavioral interventions not employed 0 Classroom structure contributes to negative student behavior

44. Course Standards 0 Teacher not aware of course pacing 0 Teacher not aware of course standards and objectives 0 Teacher refuses to follow course standards 0 Teacher preference directs instruction

45. Summary 0 Indicators of Risk 0 Review Policy & Practices 0 Out of compliance with IDEA(Individuals with Disabilities Education Act 2004)

46. 46 Q & A

47. 47 Breakout Sessions Reflect on the panel presentations, the OSHS monitoring indicators, and the Federal “Guiding Principles for Providing High-Quality Education in Juvenile Justice Secure Care Settings” to perform the following: –Risk Identification: Identify potential risks to the Title I, Part D program in your State. –Risk Analysis: Determine the positive and negative consequences associated with each identified risk. –Risk Evaluation: Prioritize identified risks. –Risk Treatment: Brainstorm ways in which the SEA could mitigate the prioritized risks and how might NDTAC assist you and your subgrantees.

48. 48 Which breakout session should I attend?

49. 49 Breakout Group A Alabama Alaska Washington, DC Idaho Iowa Montana Nebraska Nevada New Mexico North Dakota Oklahoma Pennsylvania Rhode Island Vermont

50. 50 Breakout Group B Colorado Connecticut Kentucky Maryland Michigan Minnesota Mississippi North Carolina Ohio Oregon Virginia Wyoming

51. 51 Breakout Group C Arizona California Florida Georgia Massachusetts Missouri New Jersey South Carolina Texas Washington Wisconsin