Plenary II: The Education of Children and
Youth Who Are Justice-Involved
Lauren Amos, NDTAC TA Liaison, American Institutes for Research
1
Session Agenda
1. Setting the Stage
2. Panel Presentations:
•
Culturally and Linguistically Competent Instruction
•
Special Education
•
Girls and Gender-Specific Programming
•
Young Adults of Transition Age
3. Small Group Activity
4. Panel Q&A and Whole Group Discussion
2
Setting the Stage
• Special Populations Served by Title I, Part D
– Racial and ethnic minorities
– Limited English proficient students
– Students with special needs (cognitive,
emotional/behavioral and physical)
– Girls
– Young adults of transition age
3
The Problem with Airlines and Peanuts
• Treating everyone the same isn’t treating them
equally
– Special populations are “special” because they have
unique needs
– Program designs are often skewed to the majority
– Onus is on us to:
• Determine which students are underserved and falling
between the cracks
• Promote and facilitate the implementation of
appropriate supports and/or intervention(s)
4
Food for Thought
• To whom are you serving peanut butter
when ham and cheese would be better
advised?
• Which student populations are falling
between the cracks in your State TIPD
program?
• What can you do to help your subgrantees
serve those students better?
5
Panel Presentations Instruction
Culturally and Linguistically Competent
Instruction
Lauren Amos
NDTAC
6
Culturally and Linguistically Competent
Instruction
Recent research indicates that teachers believe
they have not been adequately prepared to teach
children from cultural and linguistic backgrounds
different from their own.
1. What is cultural and linguistic competence?
2. What does it look like in practice when
implemented effectively?
3. What resources are available to support
Title I, Subpart D subgrantees?
7
What Is Cultural and Linguistic Competence
(CLC)?
• Beliefs, behaviors, knowledge, skills, and systems
through which individuals and organizations
demonstrate empathy and understanding of and
respect for the values, historical context, expectations,
language, and experiences of a diverse population
8
What Is Culturally and Linguistically
Responsive Teaching?
The capacity of an educational setting and its
personnel to:
• Communicate effectively and convey information in a
manner that is easily understood by diverse audiences
• Use the cultural, linguistic and prior knowledge of diverse
students to make learning more accessible and tangible
• Teach to and through the strengths of all students; not
denigrate or disregard their unique cultural perspectives,
experiences and preferences (Frey, 2010; Gay, 2000;
Goode & Jones, 2009)
9
CLC in Action
With the appropriate policies, structures, practices,
procedures, trained staff, and dedicated resources
in place in schools to support it, CLC can:
• Improve the knowledge possessed by staff
about the students they serve
• Help stakeholders develop the skills to
recognize, diffuse, and prevent the tensions that
may arise in demographically diverse settings
• Increase student engagement and achievement
10
CLC in Action (Cont’d)
• Develop partnerships with students, parents and other
caregivers, and the community to establish:
– A school climate that is perceived as welcoming and fair
– A school climate that promotes positive cultural identity
• Use instructional materials and approaches that will help
engage all students; small choices can have big implications
• Provide a learning environment inclusive of diverse
learning needs
• Provide a learning environment free from prejudice and
stereotyping
11
CLC Resources
• Websites
– National Center on Safe Supportive Learning Environments
(NCSSLE)
– National Clearinghouse on Supportive School Discipline
(NCSSD) Reference Guide
– The Education Alliance at Brown University
– Center for Culturally Responsive Teaching and Learning
• Publications
– Culturally Responsive Teaching Matters! (Equity Alliance)
– Preparing for Culturally Responsive Teaching (Gay)
– Preparing Teachers to Work with Culturally and Linguistically
Diverse Students (Embracing Diversity)
12
Panel Presentations
Special Education
Joe Gagnon
University of Florida
13
Characteristics of Incarcerated Youth
 38.15% of students are in special education compared to
12% in public school.
 Most of these students have emotional disturbance or learning
disabilities (Gagnon, Barber, Van Loan, & Leone, 2009;
Stizek, Pittsonberger, Riordan, Lyter, & Orlofsky, 2007)
 Typically have few academic credits and low grade point
averages (Major, Chester, McEntire, Waldo, & Blomberg,
2002)
 Rarely return to high school, stay in school, and earn a
diploma upon exit from a JC school (Griller-Clark,
Rutherford, & Quinn, 2004).
Characteristics of Incarcerated Youth
(cont.)
 Typically do not read well enough to gain basic information
from passages (Beebe & Mueller, 1993; Coulter, 2004;
Krezmien, Mulcahy, & Leone, 2008; Wilkerson, Gagnon,
Mason-Williams, & Lane, 2012).
 Typically behind peers in mathematics by as many as four
academic years (Baltodano, Harris, & Rutherford, 2005,
Krezmien, Mulcahy, & Leone, 2008).
 Six times more incarcerated youth than youth in public
schools has an emotional/behavioral disorder (Gagnon,
Barber, Van Loan, & Leone, 2009)
Current Knowledge on
Instruction and Behavioral Supports
 Mathematics
 No intervention study has been done in juvenile
corrections
 We must rely on our knowledge of effective instruction
for youth with LD and EBD, given their
overrepresentation
 Reading
 Only a handful of studies exist
 Studies focus on reading alone (not writing)
 Studies focus on aspects of the Corrective Reading
program
Current Knowledge:
Mathematics Instruction
 Rely on the following instructional approaches :
 Explicit instruction
 Strategy instruction
 Technology-based instruction and real-world problem
solving
 Graduated instructional sequence (Use of
manipulatives-drawings, numbers)
 Peer-mediated instruction
 Instructional adaptations
--(Gagnon & Barber, in press)
Current Knowledge:
Reading Instruction
 Rely on the following instructional approaches :
 Systematic and explicit instruction phonics instruction
and allow for the application of skills to achieve more
fluent reading
 Focus on fluency building (antecedent-based (repeated
readings), consequence-based (contingent
reinforcement))
 Focus on reading comprehension (use of graphic
organizers, theme-based instruction, frequent
questioning and relating information to personal
experience)
--(Gagnon, Wehby, Strong, & Falk, 2006)
Current Knowledge:
Behavioral Interventions
 Rely on the following approaches :
 A positive, proactive, and multi-tiered approach to
youth behavior
 Multi-disciplinary/agency team to identify youth
behavioral functioning, needs, assure intervention is
implemented with fidelity, review of data, adaptation
as needed
--(Gagnon, Rockwell, & Scott, 2008)
 Interventions that rely on cognitive-behavior therapy
--(Gagnon & Barber, 2010)
Resources: What Works Clearinghouse
http://ies.ed.gov/ncee/wwc/
 Practice guides help educators address classroom challenges.
 Intervention reports guide evidence-based decisions.
 Single study reviews examine research quality.
 Quick reviews give the WWC's assessment of recent
education research.
 The studies database contains all WWC-reviewed studies.
Resources: What Works Clearinghouse
(cont.)













Children and youth with disabilities
College and career preparation
Dropout prevention
Early childhood education
Education tehnology
English language learners
Literacy
Mathematics
Postsecondary education
School choice
Student behavior
Teacher and leader effectiveness
Teacher incentives
Learning Port National
Professional Development Library
http://www.LearningPort.us
Learning Port is an Office of Special Education Program federally funded
project that works in collaboration with the National Association of State
Directors of Special Education
It serves as an online conduit of PD, state agency materials, videos and
resources developed by national organizations, and online modules and
toolkits.
Topics range from those that are applicable in a variety of broad settings,
including professional learning communities and accountability, to resources
that specifically target JC.
The format, duration, cost, level of access (public, registration), assessment
components, and the year it was created are indicated along with contact
information and direct links for accessing resources.
--(Gagnon, Houchins, & Murphy, 2012)
Additional Resources
 Council for Exceptional Children Professional Development
http://www.cec.sped.org/Professional-Development
 University of Kansas Center for Research on Learning
(UKCRL) http://www.kucrl.org/
 Positive Behavioral Interventions & Supports: OSEP
Technical Assistance Center http://www.pbis.org/
 Pp. 43-46 In Gagnon & Richards (2008)
Additional Resources
(cont.)
 American Institutes for Research: http://www.air.org
(mathematics, reading)
 LD Online: http://www.ldonline.org/index.php (mathematics,
reading)
 National Center for Learning Disabilities: ncld.org
 Common Core State Standards Initiative:
http://www.corestandards.org/ (mathematics, reading)
Panel Presentations 2
Girls and Gender-Specific Programming
Joyce Burrell
National Girls Institute
26
OVERVIEW OF THE NEEDS OF GIRLS
1. Gender Differences
2. Purpose of Gender Responsive
Programming
3. Elements of Gender Responsive
Programming To Be Integrated
4. Educators engaging other disciplines within
juvenile detention and correctional settings
and community alternative school placements.
GENDER DIFFERENCES IN THE JJ SYSTEM
The Problem
•
•
•
•
•
•
•
•
•
The number of female juvenile offenders is on the rise.
They frighten adults who think they must have done something serious;
Female offenders are different from male offenders in:
Their pathways into the juvenile justice system;
The risks and needs they present upon arrival and while in the system;
Their needs in preparation for leaving the system and reentry into
society;
The very different developmental experiences, challenges faced;
Higher Incidence of physical, sexual, and emotional victimization,
depression, and low self-esteem that are directly linked to at-risk
behaviors.
Comparatively few specialized programs and services designed to meet
their unique issues and needs
THE PROBLEM
• Alarming increase in criminal behavior by female juvenile
delinquency in the past ten years.
• There is an urgent need to address the challenges facing at-risk
young women and girls.
• 70 percent of the girls have more than one MH diagnosis.
Almost all report previous traumatic exposures, including
physical and sexual abuse.
• There are comparatively few specialized programs and services
designed to meet their unique issues and needs.
• Personnel are fearful that offenses are much more serious than
they are.
NATIONAL GENDER-RESPONSIVE GUIDING
PRINCIPLES FOR GIRLS AND YOUNG WOMEN
Acknowledge that gender makes a difference
1.
2.
3.
4.
5.
6.
Create an environment based on safety, respect and dignity.
Develop policies, practices and programs that are relational
Address substance abuse, trauma and mental health issues through
comprehensive, integrated and culturally relevant services.
Provide girls and young women with opportunities to receive education and
training necessary to improve their socioeconomic status.
Establish a system of community supervision and re-entry with
comprehensive, collaborative services. Adapted from Bloom, Owen and
Covington, 2003
Support and lead cross-discipline collaboration to change the
understanding among your peer to intentionally choose to be gender
responsive.
WHAT ALL EDUCATORS CAN DO
“Celebrate and honor the female experience” means:
 Recognizing that the experiences of females and males are
different, and should be valued equally.
 Providing role models and examples of strong and
successful girls and women from diverse backgrounds and
cultures. This can be reinforced within learning modules.
 Providing support for girls’ success as young women.
 Join opportunities in their schools to acknowledging
important life events of passage and ceremonies.
 Providing education regarding the female experience and
women in history. (Tie it to each curriculum.)
BREAK
TOOLS (LINKS TO BE ADDED)
 TO ENSURE GIRLS FEEL RESPECTED, ENCOURAGE GIRLS:
 To believe in and use their physical strength and abilities.
 Encouraging girls’ natural creativity and innovation.
 Encouraging girls to know and value their own feelings and
opinions.
 Encouraging girls to trust their own feelings, intuitions, and
decisions.
 Providing girls with safe and socially appropriate
opportunities to speak up, speak out, and advocate for their
own opinions, beliefs, and rights.
Panel Presentations 3
Young Adults of Transition
Simon Gonsoulin
NDTAC
35
Special Populations: Young Adults of
Transition Age (YATA)
Simon Gonsoulin, Project Director, NDTAC
36
Important Development During Transition Age
Transition age refers to the period from 16–25 years old
Developmental period where YATA usually:
• Make long-term decisions about their career
– Complete schooling/vocational training
– Obtain and maintain gainful employment
• Establish their future family relationships
• Move away from family of origin
Source: Zajac, K., Sheidow, A. J., & Davis, M. (2013). Transition age youth with mental health
challenges in the juvenile justice system. Washington, DC: Technical Assistance Partnership for Child
and Family Mental Health.
37
Youth of Transition Age in Title I, Part D,
Subpart 1 Programs in SY 2011–12
100%
80%
2,696
60%
51.6%
17,019
1,116
31,064
61.9%
71.1%
25,533
99.6%
80.6%
40%
2,527
48.4%
20%
10,497
38.1%
453
28.9%
7,486
19.4%
0%
Neglect
Juvenile Detention
Juvenile
Corrections
3-15 year olds
Adult Corrections Other Programs
16-21 year olds
38
Young Adults of Transition Age in the
Juvenile Justice (JJ) System
YATA in the justice system face barriers to successful development:
• High likelihood of mental health disorders
• High rates of comorbidity (multiple diagnosable mental disorders)
• Greater likelihood of coming from economically disadvantaged,
single-parent households
• High rates of learning disabilities and/or history of school failure
• High likelihood of child welfare system involvement
Source: Zajac, K., Sheidow, A. J., & Davis, M. (2013). Transition age youth with mental health
challenges in the juvenile justice system. Washington, DC: Technical Assistance Partnership for Child
and Family Mental Health.
39
Justice-Involved Youth of Transition Age
with Mental Health (MH) Challenges
Justice-involved YATA with mental health problems are often involved
with the following systems/services:
• Child welfare
• Special education
• Mental health services
• Vocational rehabilitation
• Independent housing
Source: Zajac, K., Sheidow, A. J., & Davis, M. (2013). Transition age youth with mental
health challenges in the juvenile justice system. Washington, DC: Technical Assistance
Partnership for Child and Family Mental Health.
40
Large Number of Youth in the JJ System
with MH Disorders Across Multiple Studies
•
•
•
•
National Center for Mental Health and Juvenile Justice
Teplin
Wasserman
Wasserman, Ko, McReynolds
70.4%
69.0%
68.5%
67.2%
41
Most Common MH Disorders for Young
People who are Justice-Involved
• Disruptive behavior disorders
– Attention Deficit Hyper-activity Disorder, Conduct
Disorder
• Anxiety disorder
– Post Traumatic Stress Disorder, Generalized Anxiety
Disorder
• Mood disorders
– Major Depression, Bipolar Disorder
Cocozza, J.J., & Skowyra, K. (2000). Youth with Mental Disorders: Issues and Emerging
Response. Juvenile Justice, 7 (1), 3-13.
42
Mental Health Challenges: YATA
• The vast majority of mental health disorders
have onset by the early 20s
• MH problems increase beginning in middle
adolescence and peak in late adolescence and
early adulthood
– When substance use disorder is included, the
percentage increases drastically
Zajac, K., Sheidow, A. J., & Davis, M. (2013). Transition Age Youth with Mental Health Challenges in
the Juvenile Justice System. Washington DC: Technical Assistance Partnership
43
Keep in Mind When Working with YATA
• Utilization of MH services declines sharply during the
transition age period
• Highest rates of onset of problematic substance use and
substance use disorders
• Criminal behavior tends to peak between ages 15 and
19
• Executive functioning not fully developed
44
What Successful Transitions Look like
for Justice-Involved Young Adults
• Demonstration of academic achievement
• Development of career/technical skills and gainful
employment
• Establishment of stable family, peer and romantic
relationships
• Sense of being a productive member of family,
neighborhood and society
• No recidivism/re-offending
45
Barriers to Consider in Service Delivery
• Lack of sufficient health care coverage
• Inability to navigate multiple systems
• See needs of YATA through two lenses—not a child and
not an adult
• Lack of service providers in the community
• May only qualify for adult-oriented care
• Upon reentry: seen as behind peers in employment,
education and family roles
46
Policy and Practice Recommendations
• Provide rehabilitation versus punishment
• Mandate transition planning in the JJ and adult
corrections system
• Coordinate care across service systems
• Expand availability of evidence-based MH treatments
and high-quality services
Zajac, K., Sheidow, A. J., & Davis, M. (2013). Transition Age Youth with Mental Health Challenges in
the Juvenile Justice System. Washington DC: Technical Assistance Partnership.
47
Policy and Practice Recommendations,
Cont.
• Train professionals who work with young adults of
transition age
• Add research and program development
• Assess a wider range of transition-related outcomes
• Reduce number of caseloads
• Promote appropriate family involvement
Zajac, K., Sheidow, A. J., & Davis, M. (2013). Transition Age Youth with Mental Health Challenges in
the Juvenile Justice System. Washington DC: Technical Assistance Partnership.
48
Breakout II-A: S1 Only States
•
•
•
•
•
•
District of Columbia
Delaware
Hawaii
Puerto Rico
Rhode Island
Utah
49
Breakout II-B: Low Resource/Small
Population
•
•
•
•
•
•
•
•
•
•
•
•
•
Alaska
Arkansas
Colorado
Connecticut
Georgia
Idaho
Iowa
Maine
Mississippi
Montana
Nebraska
Nevada
New Hampshire
•
•
•
•
•
•
•
•
•
•
New Mexico
North Dakota
Oklahoma
Oregon
South Carolina
South Dakota
Tennessee
Vermont
West Virginia
Wisconsin
50
Breakout II-C: High Resource/Large
Population
•
•
•
•
•
•
•
•
•
•
•
•
Alabama
Arizona
California
Florida
Illinois
Indiana
Kansas
Kentucky
Louisiana
Maryland
Massachusetts
Michigan
•
•
•
•
•
•
•
•
•
•
•
Minnesota
Missouri
New Jersey
New York
North Carolina
Ohio
Pennsylvania
Texas
Virginia
Washington
Wyoming
51