1. ND Topical Call Subgrantee Monitoring Tools: Conditions for Learning and Special Populations (Call 2) September 9, 2015

2. 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. 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. 4 Series Overview: Call 1  Meeting Civil Rights Obligations (Activity: Program Performance Data) Meeting Civil Rights Obligations  Teacher equity  College and career readiness  School discipline

5. 5 DISCUSSION What do you hope to get out of today’s call?

6. 6 VIDEO DC’s Juvenile Justice System (Clip 1)Clip 1

7. 7 Discussion  Did this video resonate with you?  What key concerns did you see in this video?

8. 8 POLL What are the conditions for learning?

9. 9 Conditions for Learning  Safety  Support  Social Emotional Learning  Engagement and Challenge

10. 10 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?

11. 11 VIDEO DC’s Juvenile Justice System (Clip 2)Clip 2

12. 12 Discussion  What positive changes did you see in the video in terms of:  Safety?  Support?  Social Emotional Learning?  Engagement and Challenge?

13. 13 POLL What tools are you using to assess CFL in your facilities?

14. 14 Sample Tools for Assessing Conditions for Learning  Performance Based Standards

15. 15 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

16. 16 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

17. 17 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

18. 18 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

19. 19 Sample 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

20. 20 VIDEO Juvenile Hall

21. 21 POLL What unique challenges or conditions do teachers in correctional settings face?

22. 22 Students Using “Packets”  Photocopies of out- of-date workbook pages,  Word Searches and  Crossword puzzles.

23. 23 Limited Evidence of Parent Involvement  School Open Houses  Monthly Parent Meetings  Frequent phone calls and visits  Reentry Planning

24. 24 Time Away from the Classroom  Poor behavior resulting in segregation  No education services while segregated  No attention to planning evidenced- based behavior interventions

25. 25 504, 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

26. 26 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

27. 27 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

28. 28 ACTIVITY Adapt the NCSSD CFL Audit Tool

29. 29 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

30. 30 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

31. 31 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

32. 32 FEDERAL GUIDING PRINCIPLES

33. 33 CASE STUDY

34. 34 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.

35. 35 POLL Acceptable or unacceptable?

36. 36 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. 37 Case Study  Office for Civil Rights 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 agesex

38. 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

39. 39 Case Study  Receives complaints from parents, students or advocates, conducts agency initiated compliance reviews, and provides technical assistance to school districts, parents or advocates Receives complaints  Investigates and resolves complaints of discrimination related to:  Title IX of the Education Amendments of 1972 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

40. 40 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

41. 41 SAMPLE SUBGRANTEE MONITORING TOOL LA Quality Assurance Plan

42. 42 DISCUSSION What are the strengths and weaknesses of your tools having explored this content?

43. 43 QUESTIONS?

44. 44 Resources http://www.ndcommunities.org/calls/subgrantee-monitoring- tools-call-2

45. 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?