Engaging Students Who Are At
Risk Through Instruction To
Address Gaps in Academic Skills
and
Accelerate Learning
Collaboration To Serve
Youth in Detention
Contra Costa County Probation Department
• The Probation Department operates the Contra
Costa County Juvenile Detention Facility and the
Orin Allen Youth Rehabilitation Center (OAYRC).
Contra Costa County Office of Education (CCCOE)
• The County Office of Education employs teachers
and other support staff to serve students detained in
both facilities. Both court schools, Mt. McKinley in
Juvenile Hall and Delta Vista at OAYRC are Western
Association of Schools and Colleges (WASC)
accredited.
Probation Department
Mission Statement : To join our justice partners in service
and support of our communities, courts, and victims
The Contra Costa County
Probation Department is
committed to the support of
public safety by providing
evidence-based prevention,
investigation, and supervision
services, and a safe environment
for our staff and those placed in
our custodial care.
John A. Davis Juvenile Hall
Mt. McKinley School
Hallway with student art
Mission:
The mission of the court
and the community school
is to ensure academic
improvement and
successful transition while
promoting pro social skills.
Competing Philosophies?
Probation
Safety and Security
CCCOE
Education and Successful Transition
Not really…
CCC Probation Leadership
supports education and other partners
to help youth in detention
Barriers To Overcome
• Safety and Security are Paramount
• Some limitations regarding instructional materials
• Difficulty providing appropriate educational
access to students on special program
• Strategies To Overcome Barriers
• Strict check-out and check-in procedures for
materials
• Floating teacher provides instruction to individual
students on special program
Note: For years, Probation would not allow Internet access. Now
students have limited, and staff full, access to the Internet.
Mt. McKinley School
Demographics
• About 1,300 students served annually
• 7th – 12th graders
(a few younger and some graduates)
• 81% male /19% female
• Ethnicity: 40% Hispanic
• Race: 41% African-American, 23% White,
30% unspecified, 6% other
• 23% special education/27% English learners
Other School Challenges
• Short-term, itinerant population
• History of school failure, thus disconnected
from school
• Other issues that impact learning, such as
substance abuse, mental illness, trauma
• Poor social skills and disruptive/negative
behaviors
Some of these risks/needs can be addressed by school programs
whereas others are better addressed by different departments.
Risks/needs can all be impacted through staff sensitivity and
understanding.
Strategies To Address Gaps
and Accelerate Learning
Access Accurate Student Data Quickly
• Assessment Center
• Administer pretests in Reading and Math
• Assess English-language ability
• Write an essay
• Contact District
• Most recent transcript (for high school students)
• IEPs or 504 plans from Special Education department
(schedule interim placement IEP meeting ASAP)
• Inform Teacher
• Create student profile in DataWise
• Incorporate State- mandated test data
• Create an Individual Learning Plan (with student input)
Strategies To Address Gaps
and Accelerate Learning
Adequate Instructional Time
• Small Class Size
• Maximum of 15 - 20 students
• One teacher and another adult (i.e., an instructional
assistant or special education teacher or assistant)
• Block Scheduling
• 45 – 90 minute blocks of
instructional time
• Minimize transitions
Sample Student Profile From
DataWise
Student Profile
Name
Grade
Takafua, Sekonaia
Test Information
Parent Information
Lilieta Takafua
11
Date
Student ID 14234
School
10
Birthdate
11/1/95
Gender
M
Mt. McKinley School (Court)
ELL Desig/Class L
3749 Park Place
Instr. Set
Pittsburg, CA 94565
GATE
(925)223-7075
ID Test Name
School Information
Subject
MM School
Teacher
Score Information
Score/
Possible Prof. Description
CST ELA Scaled
Average for School
Enter Date 01/07/11
Teacher
113 Miner, Joel
Proficient
Test Information
Date
ID Test Name
School Information
Subject
MM School
Teacher
Score Information
350
Student Score
Score/
Possible Prof. Description
279
241
Grade 07
04/22/09
410 CST Math Scaled
Math
X Delta Vista High
Unassigned,
191 / 600 1 Far Below Basic
04/22/09
393 CST ELA Scaled
Reading
X Delta Vista High
Unassigned,
233 / 600 1 Far Below Basic
Multiple Measures Proficiency
CST Math Scaled
Math
Reading
N
N
CST ELA Scaled
Average for School
Grade 10
10/01/11
2213 CELDT Annual Overall
Mt. McKinley School
Donner- NAIL, Merry
432 / 761 1 Beginning
02/02/11
1441 CAHSEE Math Scaled Score Math
Language
Golden Gate
Unknown
303 / 450 1 Not Passed
02/02/11
1433 CAHSEE ELA Scaled Score
Reading
Golden Gate
Unknown
301 / 450 1 Not Passed
12/13/11
Reading
Mt. McKinley School
Booker, Ray
34 / 75 2 Below Basic
04/22/12
2433 Keystone - Level E - Unit 2
Final (.1) - Grade 09
2625 CST ELA Scaled
Reading
X Mt. McKinley School
Booker, Ray
252 / 600 1 Far Below Basic
04/22/12
2638 CST Life Science Scaled
Science
Mt. McKinley School
Booker, Ray
260 / 600 1 Far Below Basic
Math
Reading
Proficient
350
Student Score
Multiple Measures Proficiency
350
260
247
191
233
CST ELA Scaled
Grade 09
Average for School
10/01/09
1333 CELDT Annual Overall
Language
Delta Vista High
Unknown
10/01/10
1270 CELDT Annual Overall
Language
Delta Vista High
Unknown 749
04/22/10
CST ELA Scaled
Reading
X Mt. McKinley School
Dauer, Scott
494 / 761 2 Early
Intermediate
505 / 761 2 Early
Intermediate
241 / 600 1 Far Below Basic
Math
Reading
Proficient
350
Student Score
270
252
N
Strategies To Address Gaps
and Accelerate Learning
Appropriate Instructional Strategies
• Direct instruction with appropriate supports
• Tiered academic interventions (ILP, IEP, small group,
individual assistance)
• Computer-based independent work (Catch Up
Math to help close gaps and Odysseyware for credit
recovery)
• Collaborative learning
Strategies To Address Gaps
and Accelerate Learning
Relevant Instructional Materials
• Texts and support materials aligned with State
standards
• Content similar to districts
Frequent Monitoring and Reporting
• Post tests (every 90 days)
• Quarterly report cards
• Update progress on IEP and ILP
• Student certificates
Recognizing Student Achievement
Juveniles Committed to
County Facilities
CA Division of Juvenile Justice (DJJ)
(formerly know at CA Youth Authority)
In 2007, legislation (SB 81 and AB 191) required most
youthful offenders to be committed to county
facilities, reserving those convicted of the most serious
offenses and having the most severe treatment needs
for DJJ. Previously adopted financial incentives for
counties and the legislative changes reduced DJJ's
population from a peak of approximately 10,000 a
decade earlier to approximately 1,700.
Youthful Offender
Treatment Program (YOTP)
Participants: Adjudicated males with both nonviolent
and violent charges
Mission: To protect society by restructuring unacceptable
behaviors of youth and young adults by instilling the life
skills necessary to transition into the community
Length of commitment: Determined by successful
completion of four phases, three in custody and one post
release; each phase is typically 18 weeks
Program staff: Probation counselors, teachers, mental
health specialists, and an assigned Deputy Probation
Officer
YOTP
In addition to school, youth participate in
other programs offered by Probation:
• Thinking for a Change (evidence-based cognitive
behavior training curriculum
• Aggression Replacement Training (anger control,
moral reasoning, and life skills)
• Victim Empathy Class
• Job Tech (a job readiness program)
School in YOTP
Challenges
• Longer stay - required
expanded curriculum
options
• Some students with
high school diplomas required postsecondary curriculum
options
• Higher percentage of
special education
students
Opportunities
• Enhanced learning
opportunities for credit
recovery and
accelerated learning
• Program focus on
individualized needs
• More time and
emphasis on transition
planning
• Greater collaboration
with Probation staff
Strategies To Engage Students
in Their Learning
Personalized Environment
•Develop a relationship with students
•Ongoing individual meetings with students
•Collaboration with Probation case managers
•Frequent interaction with a variety of caring adults
•Positive behavior expectations
Library
Chaplain
Other
caring
involved
adults
Strategies To Engage Students
Opportunities To Demonstrate Success
• Point system to evaluate individual
effort and achievement
• Student of the Week – weekly raffle
• Certificates of Achievement/Celebrate Success
• School effort and success affect program
advancement
Keyboarding, computer literacy,
computer-based projects
Odysseyware, Career Zone
Strategies To Engage
Student Input Into Their Learning
• Personal Learning Inventories
• Access to programs of interest and those
geared toward their individual needs
• Frequent Quickwrites to get input
• Individualized class schedule (one block per
day)
• Customized formative assessments (for class
and for the individual students)
Jose
• Background:
• In program for 1½ months
• Gets to choose which credits to work on during independent
work time
• Expects to get his high school diploma before he leaves
• Thoughts on academic activities:
•
•
•
•
•
Thinks class is fun and interesting
Enjoys writing about his feelings
Loves working on the computer
Appreciates how his teacher breaks things down for him
Learned from the “bubble talk”– when you have something on
your mind, think first, but better to get it out
• Quote:
• “You could go as far as you want– what matters is how far you
allow yourself to go.”
Alex
• Background:
• In program for 11 months
• Working on credits he needs
• Learning to type and write essays on the computer
• Thoughts on academic activities:
• Enjoys this school because he is more focused and is
learning more
• Appreciates the class time and the opportunity to work
independently
• “Thinking for a Change” helped him control his anger
• Knows that people care when they speak to him one-onone when he has a problem
• Quote:
• “The school program is wonderful because they help us get
our high school diploma or GED, make-up credits while still
going through a regular school schedule.”
Outcomes for Long-Term Students
PRE-POST READING GROWTH RATE
Eng Profic Only
ELL Only
50%
48%
55%
52%
33%
25%
2009-10
2010-11
58%
77%
62%
All Students
Eng Profic Only
PRE-POST MATHEMATICS GROWTH RATE
75%
60%
59%
46%
40%
2011-12
45%
51%
50%
ELL Only
All Students
2009-10
2010-11
2011-12
52%
Mt. McKinley School
Outcomes
HIGH SCHOOL DIPLOMAS
16
11
8
2009-10
2010-11
GED PASSING RATE
73%
2011-12
2009-10
Reading
Writing
74%
62%
GED SECTIONS PASSING RATE
96% 92%
88% 88% 92%
94%
84%
97% 94%
76%
2010-11
100%
2011-12
89%
78%
100% 93%
Math
Science
Soc. Stu.
23/ 22/
26
25
23/
25
25/ 24/
26
26
2009-10
2010-11
2011-12
We take great pride in our
graduates!