Engaging Students Who are At Risk Through Addressing Gaps in Academic Skill and Accelerate

Learning

Introductory Remarks

Simon GonsoulinDirector, NDTAC

3

Neglected-Delinquent TA Center (NDTAC)

Contract between U.S. Department of Education (ED) and the American Institutes for Research John McLaughlin

Federal Program Manager, Title I, Part D, Neglected, Delinquent, or At Risk Program

NDTAC’s Mission: Develop a uniform evaluation model

Provide technical assistance

Serve as a facilitator between different organizations, agencies, and interest groups

About NDTAC

4

Agenda and Presenters

NDTAC Practice Guide Nicholas Read, NDTAC Technical Assistance Team, AIR

Contra Cost County Office of Education (CCCOE) Lindy Khan, Academic Administrator Lynn Mackey, Director of Student Services

Question and Answer Session

5

Origins of NDTAC’s Practice Guide

6CJJR Monograph:Principles and Practices

12

7NDTAC Practice Guide: Individually Tailored Academic and Behavioral Supports

8

Education Across Multiple Settings

1. Community-Based Traditional and Alternative Schools

2. Day Treatment Centers

3. Group Homes

4. Residential Treatment Centers

5. Detention and Correctional Facilities

9

Practices and Strategies

10Address Gaps in Academic Skills and Accelerate Learning

Strategies

1. Base instruction on a functional and curriculum-based evaluation of student needs.

2. Provide tiered academic intervention programs.

3. Use explicit scaffolded instruction.

11Instruct Students in WaysThat Engage Them in Learning

Strategies

1. Personalize the learning environment and instructional content.

2. Build conditions and opportunities that demonstrate to students their success.

3. Provide engaging, interactive, and hands-on learning opportunities.

4. Engage youth in educational decisionmaking.

Engaging Students Who Are Engaging Students Who Are At Risk Through Instruction At Risk Through Instruction

To Address Gaps in To Address Gaps in Academic Skills and Academic Skills and Accelerate LearningAccelerate Learning

Collaboration To Collaboration To ServeServe

Youth in DetentionYouth in Detention

Probation DepartmentProbation Department

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

Mission Statement : To join our justice partners in service and support of our

communities, courts, and victims

Mt. McKinley SchoolMt. 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 Competing Philosophies?Philosophies?

ProbationSafety and Security

CCCOEEducation and Successful Transition

Not really… CCC Probation Leadership

supports education and other partners to help youth in detention

Barriers To OvercomeBarriers 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 Mt. McKinley School DemographicsDemographics

• 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 Other School ChallengesChallenges

• 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 Strategies To Address Gaps Gaps

and Accelerate and Accelerate LearningLearning

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 Strategies To Address Gaps Gaps

and Accelerate and Accelerate LearningLearning

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 Sample Student Profile From DataWiseFrom DataWise

350 279 241

350 270 252

Date

Test Information

ID Test Name Subject

MM

School

School Information

Teacher

Score Information

Score/ Possible Prof. Description

CST ELA Scaled

Average for School

Proficient

Student Score

Grade 10 10/01/11 2213 CELDT Annual Overall Language Mt. McKinley School Donner- NAIL, Merry 432 / 761 1 Beginning 02/02/11 1441 CAHSEE Math Scaled Score Math 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 2433 Keystone - Level E - Unit 2

Final (.1) - Grade 09 Reading Mt. McKinley School Booker, Ray 34 / 75 2 Below Basic

04/22/12 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

Multiple Measures Proficiency N

CST ELA Scaled

Average for School

Proficient

Student Score

Date

Test Information

ID Test Name Subject

MM

School

School Information

Teacher

Score Information

Score/ Possible Prof. Description

350 247

191

350 260

233

Student Profile Parent Information

Name Takafua, Sekonaia Grade 11 Lilieta Takafua

Student ID

School

Birthdate

Gender

Enter Date

14234

10

11/1/95

M

01/07/11

Mt. McKinley School (Court)

ELL Desig/Class L

Instr. Set

GATE

Teacher

113

3749 Park Place

Pittsburg, CA 94565

(925)223-7075

Miner, Joel

Grade 07 04/22/09

04/22/09

410 CST Math Scaled Math X Delta Vista High Unassigned,

393 CST ELA Scaled Reading X Delta Vista High Unassigned,

191 / 600 1

233 / 600 1

Math

Far Below Basic

Far Below Basic

Reading

Multiple Measures Proficiency N N

CST Math Scaled CST ELA Scaled

Average for School

Proficient

Student Score

Grade 09 10/01/09

10/01/10

04/22/10

1333 CELDT Annual Overall Language Delta Vista High Unknown

1270 CELDT Annual Overall Language Delta Vista High Unknown 749

CST ELA Scaled Reading X Mt. McKinley School Dauer, Scott

494 / 761 2

505 / 761 2

241 / 600 1

Math

Early Intermediate

Early Intermediate

Far Below Basic

Reading

Strategies To Address Strategies To Address Gaps Gaps

and Accelerate and Accelerate LearningLearning

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 Strategies To Address Gaps Gaps

and Accelerate and Accelerate LearningLearning

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 Juveniles Committed to County FacilitiesCounty 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 Youthful Offender Treatment Program Treatment Program

(YOTP)(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 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 YOTPSchool in YOTPChallenges

Opportunities

• Longer stay - required expanded curriculum options

• Some students with high school diplomas - required post-secondary curriculum options

• Higher percentage of special education students

• 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 Strategies To Engage Students Students

in Their Learningin 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

Othercaring involved adults

Library

Chaplain

JH

Auxiliary

Strategies To Engage Strategies To Engage StudentsStudents

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 EngageStrategies To EngageStudent 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)

JoseJose• 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.”

AlexAlex• 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-on-

one 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 Outcomes for Long-Term StudentsStudents

Mt. McKinley School Mt. McKinley School OutcomesOutcomes

We take great pride in our We take great pride in our graduates!graduates!