Working Across Agencies: Systemic Working Across Agencies: Systemic Initiatives for Addressing Academic Initiatives for Addressing Academic Needs of Transition Age Youth in the Needs of Transition Age Youth in the

Juvenile Justice SystemJuvenile Justice System

Working Across Agencies: Systemic Working Across Agencies: Systemic Initiatives for Addressing Academic Initiatives for Addressing Academic Needs of Transition Age Youth in the Needs of Transition Age Youth in the

Juvenile Justice SystemJuvenile Justice System

Jacque Reese, JEdI State CoordinatorJacque Reese, JEdI State CoordinatorArkansas Department of EducationArkansas Department of Education

Adam Hall, Project ManagerAdam Hall, Project Manager Impact Education, Inc.Impact Education, Inc.

“Research and best practices initiatives are contributing to improved practices in juvenile justice. As we continue to learn more about the causes and correlations of delinquency, we are developing a better understanding of how programs and services can help youth. Education is one of these critical services and can assist a troubled youth to return to a law abiding lifestyle.”

(Shay Bilchek, former administrator, OJJDP)

Detention Education vs. Corrections

Education

• Different purpose• Short lengths of stay vs. long term stay• Short term stays are difficult to measure

effectiveness• No standard system of delivery

Carol Cramer Brooks,

2003

Detention Education- General Beliefs

• Education is the cornerstone of institutional programs

• The public school design and instructional strategies are not compatible with the needs of the typical juvenile justice populations

• The public schools have generally abdicated their responsibility to fund and deliver effective education to youth who represent few redeeming qualities.

Carol Crammer Brooks, 2003

Detention Education – The Problem

• Unregulated• Lack of consensus regarding purpose• Identity Crisis• Inappropriate model• Untrained and inappropriate staff Carol Crammer

Brooks, 2003

Detention Education Goals

• Maximize learning and remedial opportunities for incarcerated youth

• Provide wrap-around, holistic services through collaborative programs

Carol Crammer Brooks, 2003

Purpose of this Presentation• To explain a brief history of JEdI as a model for

interagency cooperation.

• To discuss how JEdI improves student ability and offers transition possibilities for delinquent students.

• To demonstrate how JEdI offers a tool for the remediation of Arkansas “at risk” students throughout multiple educational systems and settings.

Where have we been?

Where are we?

Where are we going?

JEdI is:Arkansas’ aggressive approach to providing a statewide quality educational program for its incarcerated and “At-Risk” youth.

JEdI consists of four parts:

• A web based tutorial program• Staff development opportunities• Reporting and data gathering• Collaboration between agencies

Profiles of Arkansas Juvenile Detention

Centers

• Have only been around within the last 15-20 years

• Arkansas has 15 JDCs located in rural and urban areas

• Operated by Counties• Under the direct supervision of

County Judge, Sheriff, or Juvenile Judges (45)

TOTAL BEDS available for Juvenile Judges to Utilize

474

Laying the Foundation: The M.O.U. 2001

• State Director of Special Education drafted an agreement between LEAs, JDCs, and the DOE

• Called a meeting of agencies responsible for providing education to incarcerated youth

• Required agreement among agencies

PHASE I

A web-based educational program was piloted at the Sebastian County Juvenile

Detention Center five years ago.

JEdI Software• Web based Basic Skills Software • Diagnostic and Prescriptive• Focuses on areas of weakness,

and provides remediation• Individualized Lesson Plans allow

students to work at their own pace

What Does the JEdI Software Cover?

• Reading• Math• Writing• Language Arts• Science• Algebra• Information Skills• Higher Order Thinking Skills• Workforce Readiness Skills

JEdI Software• Covers grades 3-12• Correlated to State and National

Standards, Benchmarks and Norm Referenced Tests (including the GED 2002)

• Research Based

Phase II -Winter Training 2003

• In February 2003, teachers in the JDCs throughout Arkansas were informed that they were part of a special project called JEdI.

• Each detention center was asked by the ADE to submit demographic information and academic reports for a research project.

JEdI Project Goals1. To ensure FAPE in every JDC (Free and Appropriate Public

Education)2. To ensure that the Mathematics and Reading be given priority-

as mandated by NCLB3. To ensure that students in the JDC environment be physically

tracked throughout their education4. To ensure continuity of instruction as students pass into and

out of JDC environments

One unwritten goal was to compile data about our students so that better decisions could be made about future programs

Snapshot of JDC Students:

43% African American52% White4% Hispanic0.5% Asian0.5% Native

American/Other

28% female

72% male

Gender Race

•FINS or Delinquents•Between 10-18 years of age•16%-24% are Special Education students•Attend school 3-6 hours Monday – Friday•May attend school 9.5 to 12 months a year•Stay in the JDC an average of 11.6 days•37% are repeat offenders

Phase III-Regional JEdI Sites

• During 2003-2004, the JDCs were gradually upgraded to Regional sites

JEdI became a two-way street at Regional Sites

• Juveniles currently residing in detention centers can be placed on the JEdI programs and when released can continue on the program at school, home, libraries, etc.

• A limited number of “At Risk” and Special Education students from surrounding schools can be placed on the program before they ever come to a JDC -- free of cost to their school

Who participated in Phase III?

• “At Risk” and Special Ed Students from surrounding schools • Juveniles and Educators at the JDC (Regional Site)• School Personnel-Administrators, • Counselors, SpEd Staff• Technology Staff• Judges and Probation Officers• Parents/ Guardians• Transition Programs

What Defines an “At Risk” Student?

• May spend much of their time in in-room suspension rooms

• May be sent to the principal’s office often• May be in trouble with the law and may be on

probation• Are failing classes and have few credits• Have difficulty in reading on level• May have a history of truancy

How Phase III Worked

• Students in the JDC were placed on the JEdI program

• Regional information sessions were held with superintendents, principals, special education supervisors, counselors, juvenile judges, and probation officers at each site

• Schools were invited to participate in additional training held at individual schools when requested

Phase IV: Trainings and Expansion, 2004-2005

• Continued to train schools that contributed students to the regional sites on how to use our program to benefit their students

• Expanded JEdI into the school settings to address “At Risk” and Special Ed Populations, as well as those needing remediation.

Academic Outcomes (Feb 2003 – August 2004)

Tutorial Areas PreTest AveragesPostTest Averages

Mathematics 60% 75%

Reading 56% 75%

Language Arts 50% 64%

Tutorial Areas PreTest AveragesPostTest Averages

Mathematics 55% 71%

Reading 53% 73%

Language Arts 39% 51%

Special Ed Outcomes (Feb 2003 – August 2004)

JDF Academic Outcomes (August 2005 – December 31,

2005)

Tutorial Areas

Number of Tests

PreTest Averages

PostTest Averages

Mathematics 1,028 65% 75%

Reading 509 71% 80%

Language Arts

531 62% 71%

JEdI JDF Student Data

(August 2005 – December 31, 2005)

Number of

Students

Time Spent (hour

s)

Academic Units Worked

Pretests

Lessons &

Quizzes

Posttests

1,582 9,385 50,846 7,54340,33

42,969

JEdI In The Schools Academic Outcomes

(August 2005 – December 31, 2005)

Tutorial Areas

Number of Tests

PreTest Averages

PostTest Averages

Mathematics 8,271 64% 73%

Reading 2,110 72% 77%

Language Arts

4,709 64% 74%

JEdI In The Schools Student Data

(August 2005 – December 31, 2005)

Number of

Students

Time Spent (hours

)

Time Out of School (hours

)

Academic Units Worked

Pretests

Lessons &

Quizzes

Posttests

16,58258,52

56,153 344,350 58,689

266,831

18,830

JDF Groups (August 1, 2005 –

December 31, 2005) Math

Scoring Group

Number Pretests

Percent of Total

Number Posttests

Percent of Total

70% - 100% 442 43% 688 67%

50% - 69% 373 36% 215 21%

0% - 49% 213 21% 125 12%

Total 1,028 100% 1,028 100%

JDF Groups (August 1, 2005 –

December 31, 2005) Reading

Scoring Group

Number Pretests

Percent of Total

Number Posttests

Percent of Total

70% - 100% 311 61% 423 83%

50% - 69% 129 25% 53 10%

0% - 49% 69 14% 33 6%

Total 509 100% 509 100%

JDF Groups (August 1, 2005 –

December 31, 2005) Language / Writing

Scoring Group

Number Pretests

Percent of Total

Number Posttests

Percent of Total

70% - 100% 248 47% 360 68%

50% - 69% 160 30% 104 19%

0% - 49% 123 23% 67 13%

Total 531 100% 531 100%

Agencies and Collaborating Groups

• Residential Treatment Facilities• Juvenile Judges and their staff• Individual Homes and Parents• Neighborhood Schools (135)• Alternative Education Settings • GED programs and Community Colleges• After Katrina and Rita, churches and motels• Department of Youth Services

What JEdI has Accomplished

• Implemented a remediation program in every JDC• Contributed to the wrap-around service by

improving the educational portion of the holistic approach- with continuity

• Placed emphasis statewide on reading and math instead of trying to teach everything through traditional educational settings and methods

• Regulated educational programs by increasing reporting requirements and adding a fulltime project coordinator to assist JDCs statewide

• Helped JDCs change their overall educational goals by emphasizing that JDCs are short term stay facilities and different from long term correctional facilities that can offer a wide range of courses necessary for students to earn HS credit

• Created a JEdI Website (www.ArkJEdI.com) and trained staff to perform online reporting to the DOE.

• Through AJDA, the educators have formed their own group and provided training and the sharing of information

• Provided a standard and successful system of delivery of educational programs while each detention center maintained its uniqueness

For questions and requests for followup:

Adam Hall Phone: 1-800-222-3681

Email: ahall@impactpartnerships.com

Jacque Reese –State JEdI CoordinatorPhone: 1-866-533-9802

Or jedilearning@yahoo.com

A Site to Visit

• www.arkjedi.com- to find out what is happening with JDC Education and short cut to the JEdI Program Software