What Works to Promote Educa>onal Success for Youth in the Juvenile Jus>ce System Elizabeth Seigle, Policy Analyst, Council of State Governments Jus4ce Center; eseigle@csg.org Katherine Dunn, Program Officer, Southern Educa4on Founda4on; kdunn@southerneduca4on.org Rebecca Cohen, Ph.D, Senior Research Associate, Council of State Governments Jus4ce Center; rebecca.cohen@csg.org Chelsea Kirk, Assistant Principal, Maya Angelou Academy at New Beginnings; ckirk@seeforever.org Council of State Governments Jus4ce Center | 1
Agenda Introduc>on of presenters and the Na>onal Reentry Resource Center Background on educa>onal outcomes for youth in the juvenile jus>ce system What works to promote educa>onal success for youth in the juvenile jus>ce system Leader in the field Q&A
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Presenters •
Elizabeth Seigle, Policy Analyst, Council of State Governments Jus4ce Center; eseigle@csg.org
•
Katherine Dunn, Program Officer, Southern Educa4on Founda4on; kdunn@southerneduca4on.org
•
Rebecca Cohen, PhD, Senior Research Associate, Council of State Governments Jus4ce Center; Rebecca.Cohen@csg.org
•
Chelsea Kirk, Assistant Principal, Maya Angelou Academy at New Beginnings; ckirk@seeforever.org
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Na4onal nonprofit, nonpar>san membership associa4on of state government officials Represents all three branches of state government Provides prac>cal advice informed by the best available evidence
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Second Chance Act Grantees
• Authorized by the passage of the Second Chance Act in April 2008 • The NRRC is a project of the CSG Jus4ce Center and is supported by the Bureau of Jus4ce Assistance, Department of Jus4ce • The NRRC provides individualized, intensive, and targeted technical assistance, training, and distance learning to support SCA grantees • The NRRC has supported over 600 juvenile and adult reentry grantees since incep4on in 2009
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20%
0%
-‐20%
-‐40% Nebraska North Dakota Idaho West Virginia
40%
Connec4cut Rhode Island Mississippi Tennessee Georgia Louisiana Arizona South Carolina North Carolina California Wisconsin New York Alaska Washington New Jersey Maryland Texas Montana Delaware United States Minnesota Ohio Alabama New Hampshire Illinois Massachuseas Michigan Kentucky Virginia Florida Kansas New Mexico Oklahoma Nevada Hawaii Maine Indiana Colorado Iowa Oregon Pennsylvania Wyoming Missouri Vermont Utah South Dakota Arkansas
States Have Made Drama>c Progress in Reducing Confinement Rates Percent Change in Juvenile Confinement Rates (1997-‐2011)
100%
80%
60%
-‐60%
-‐80%
-‐100%
Source: Office of Juvenile Jus4ce and Delinquency Preven4on, Easy Access to the Census of Juveniles in Residen4al Placement. Available at ojjdp.gov/ojstatbb/ezacjrp.
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Policymakers want to know the outcomes for youth in contact with the juvenile jus>ce system When youth are under local or state supervision, what are their rearrest, reconvic4on, and reincarcera4on rates?
Do youth transi4on successfully off of system supervision to a crime-‐ free and produc4ve adulthood?
How do youth under system supervision fare in terms of academic, employment, and other important outcomes?
What if any supervision and service programs and prac4ces are making a posi4ve difference?
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Why haven’t outcomes improved for youth in contact with the juvenile jus>ce system? There is an incomplete and some>mes misguided understanding of research
Approaches to adop4ng the research are piecemeal
There is inadequate fidelity to the research in implemen4ng programs and prac4ces
40% 30% 20% 10% 0%
Recidivism for Youth Par>cipa>ng in Evidence-‐Based Programs in WA
32% 17%
FFT Completely Delivered
19%
27%
ART Not Competently Delivered
And there is insufficient accountability
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Southern Educa4on Founda4on www.southerneduca4on.org Katherine Dunn, Program Officer kdunn@southerneduca4on.org
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Juvenile Jus>ce School Students in the U.S.
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High-‐needs popula>on: The obstacles these students face
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Educa>onal outcomes in juvenile jus>ce schools
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The cost of not focusing our JJ system on educa>on: Why we must transform the system
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Federal efforts to address needs of youth in the juvenile jus>ce system
Eric Holder, Aaorney General, U.S. Department of Jus4ce
Arne Duncan, Secretary, U.S. Department of Educa4on
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Core Principles for Reducing Recidivism and Improving Other Outcomes for Youth in the Juvenile Jus>ce System
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Core Principles
Principle 1
Principle 2
Base supervision, service, and resource alloca4on decisions on the results of validated risk and needs assessments.
Adopt and effec4vely implement programs and services demonstrated to reduce recidivism and improve other youth outcomes, and use data to evaluate the results and direct system improvements.
Principle 3
Principle 4
Employ a coordinated approach across service systems to address youth’s needs.
Tailor system policies, programs, and supervision to reflect the dis>nct developmental needs of adolescents.
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Strategies for Employing a Coordinated Approach
Establish a formal, ongoing structure for collabora4on Iden4fy shared goals and indicators of success and devise an ac4on plan to achieve these goals Establish data-‐sharing and other cross-‐systems protocols and processes Facilitate regular cross-‐systems training Evaluate outcomes, and share and use data to guide improvements
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School Discipline Consensus Report
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The Consensus Report Breaks New Ground Field-‐Driven and Prac4cal
Consensus-‐Based
Comprehensive
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The Consensus Report Offers Recommenda>ons in Four Key Areas
Condi>ons of Learning
Targeted Behavioral Supports
School-‐Police Partnerships
Courts and Juvenile Jus>ce
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Key Challenges for Juvenile Correc>onal Educa>on and Reentry Aarac4ng, Training, and Retaining High-‐Quality Educators Crea4ng Engaging Learning Environments that Address Students’ Needs Ensuring State Academic Standards are Met with Juvenile Correc4onal Facili4es Deciding where Reentering Youth Should be Enrolled Developing Service and Academic Plans That Facilitate Successful Transi4ons for Reentering Youth
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Educa>on in Juvenile Correc>onal Facili>es
• Provide incen4ves to hire qualified educators and specialized training to support the juvenile jus4ce Recommenda4on 1 teaching workforce.
• Provide engaging learning environments in correc4onal facili4es that are similar to those in high-‐quality Recommenda4on 2 tradi4onal schools and that meet the dis4nct educa4onal needs of the students in custody.
• Require independent accredita4on of educa4on programs provided to youth in custody and monitor Recommenda4on 3 and evaluate such programs rou4nely to ensure quality.
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Reentry into School
Recommenda4on 1
• Designate a transi4on coordinator in the school to facilitate appropriate placements, swip reenrollment, the provision of necessary academic and behavioral support services, and compliance with the youth’s terms of supervision.
Recommenda4on 2
• Develop criteria to guide decisions regarding where a student leaving a juvenile correc4onal facility will enroll or reenroll.
Recommenda4on 3
• Ensure that students resume school as soon as possible aper release from a juvenile facility.
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Maya Angelou Academy: New Beginnings Youth Development Center at Laurel, MD Chelsea Kirk, Assistant Principal, Maya Angelou Academy at New Beginnings; ckirk@seeforever.org haps://www.seeforever.org/
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What is MAA? • Under the See Forever Founda4on • Operates inside of New Beginnings Youth Development Center • Serves 60 male scholar at capacity. Scholars are 14-‐21 years old and are DC Residents • Scholars are under the care of the District of Youth Rehabilita4ve Services (DYRS) while at MAA
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Our Best Prac>ces
Recrui>ng and Retaining High Quality Teachers
Cul>va>ng Posi>ve Classroom Environment and Culture
Delivering Standards-‐Aligned Curriculum and Targeted Academic and Behavioral Supports
Suppor>ng Successful Transi>ons and Reentry
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Recrui>ng and Retaining High Quality Teachers
All teachers are highly cer4fied and qualified DC or MD cer4fied instructors All teachers are recruited using our website, Idealist, Craig’s List, and other specific teacher recruitment websites such as School Spring. All teachers partake in on-‐going professional development, professional learning communi4es, and school commiaees
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Cul>va>ng Posi>ve Classroom Environment and Culture
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Cul>va>ng Posi>ve Classroom Environment and Culture
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Cul>va>ng Posi>ve Classroom Environment and Culture
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Cul>va>ng Posi>ve Classroom Environment and Culture
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Standards-‐Aligned Curriculum • Scholars are placed on one of three Learning Tracks: • High School Diploma track • GED cohort • Voca4onal courses offered: C-‐Tech • Common Core, Standards based Curriculum delivered in 8 thema4c unites, about 4-‐5 weeks long (each worth .125 credits) • All scholars take core subjects: Math, English, Science, Social Studies • Elec4ves Offered: Spanish, Mindfulness, Transi4ons, Ar4sanship
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Academic and Behavioral Supports
Technology integrated into curriculum
Differen4ated Instruc4on
Tiered Interven4ons
Ongoing Tes4ng and Assessment
Co-‐taught Classes
Special Ed Case Manager Support
Scholar Support Specialists
Saturday School
Summer School
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Suppor>ng Successful Transi>ons and Reentry
Intake surveys and ques4ons
Each scholars’ unit is assigned an advocate that Supports scholar while at MAA with level pe44ons (every 30 days) and assists in planning scholars’ school placement and transi4on into community
Ongoing communica4on between school & unit staff
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Thank You Join our distribu4on list to receive CSG Jus4ce Center project updates! www.csgjus4cecenter.org/subscribe For more informa>on, contact: Elizabeth Seigle (eseigle@csg.org) or Rebecca Cohen, Ph.D (rebecca.cohen@csg.org) Addi>onal Resources: Na>onal Reentry Resource Center: hap://csgjus4cecenter.org/nrrc School Discipline Project: hap://csgjus4cecenter.org/youth/projects/school-‐discipline-‐consensus-‐ project/ Measuring Juvenile Recidivism: hap://csgjus4cecenter.org/youth/publica4ons/measuring-‐ juvenile-‐recidivism/ Juvenile Reentry and Resources: hap://csgjus4cecenter.org/youth/juvenile-‐reentry/ Juvenile Jus>ce Project: hap://csgjus4cecenter.org/youth/juvenile-‐jus4ce-‐project/ The presentation was developed by members of the Council of State Governments Justice Center staff. The statements made reflect the views of the authors, and should not be considered the official position of the Justice Center, the members of the Council of State Governments, or the funding agency supporting the work. Citations available for statistics presented in preceding slides available on CSG Justice Center web site.
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