Approaches to Curriculum Approaches to Curriculum

in Juvenile Correctional Schoolsin Juvenile Correctional Schools

Joseph Gagnon, Ph.D.Joseph Gagnon, Ph.D.George Mason UniversityGeorge Mason University

Candace Cutting, M.Ed.Candace Cutting, M.Ed.University of MarylandUniversity of Maryland

State of Juvenile Correctional EducationState of Juvenile Correctional Education

Inadequate education practices exist in many juvenile Inadequate education practices exist in many juvenile correctional facilitiescorrectional facilities

Education reforms (NCLB and IDEA) apply to juvenile Education reforms (NCLB and IDEA) apply to juvenile correctionscorrections

Class action lawsuits and Class action lawsuits and

US Department of Justice US Department of Justice

investigations in 24 states investigations in 24 states

over the last 25 years over the last 25 years

NCLB & IDEANCLB & IDEA

Youth in juvenile corrections are included in Youth in juvenile corrections are included in statewide testing and accountability measuresstatewide testing and accountability measures

Issues with provisions of NCLB and education Issues with provisions of NCLB and education programs in juvenile correctionsprograms in juvenile corrections– i.e., Teacher quality, curriculum, length of stayi.e., Teacher quality, curriculum, length of stay

(Leone & Cutting, 2004)(Leone & Cutting, 2004)

IDEA (1997) applies to juvenile corrections – IDEA (1997) applies to juvenile corrections – students should have access to general education students should have access to general education curriculumcurriculum

Purpose of the StudyPurpose of the Study

The current study provides a snapshot of the The current study provides a snapshot of the student, principal, and school characteristics, as student, principal, and school characteristics, as well as curricular policies and practices within an well as curricular policies and practices within an urban youth detention and a youth commitment urban youth detention and a youth commitment facility.facility.

MethodsMethods

Sites: Sites: – One detention and one commitment facility were One detention and one commitment facility were

chosen in major metropolitan areaschosen in major metropolitan areas

– The assumption was that larger facilities would The assumption was that larger facilities would have more developed school programs than small have more developed school programs than small facilities with few resources and educatorsfacilities with few resources and educators

MethodsMethods InterviewsInterviews

– Each principal was given questions ahead of time Each principal was given questions ahead of time and participated in an structured interviewand participated in an structured interview

– Questions were the same for both principalsQuestions were the same for both principals– Interviews were recorded and transcribed verbatimInterviews were recorded and transcribed verbatim

Interviews focused on four key themesInterviews focused on four key themes– Student characteristicsStudent characteristics– Principal characteristicsPrincipal characteristics– Educational program characteristicsEducational program characteristics– Curricular policies and practicesCurricular policies and practices

MethodsMethods

Document reviewDocument review– Documents were requested and reviewed that Documents were requested and reviewed that

related to each question in the interview protocolrelated to each question in the interview protocol

– Only written and official school, district, and state Only written and official school, district, and state documents were accepteddocuments were accepted

Populations ServedPopulations ServedDetention: Detention: Students come from within the county and cityStudents come from within the county and city

n = 147n = 147

Commitment:Commitment: Students come from all over the stateStudents come from all over the state

n = 80n = 80

As noted concerning other exclusionary settings, schools that serve As noted concerning other exclusionary settings, schools that serve students from multiple districts should increase their collaboration students from multiple districts should increase their collaboration with districts and the state to ensure that curriculum and with districts and the state to ensure that curriculum and accountability measures are consistent with student public, home accountability measures are consistent with student public, home schools schools (Gagnon & McLaughlin, 2004)(Gagnon & McLaughlin, 2004)

Student Characteristics-Student Characteristics-DemographicsDemographics

What the research says…What the research says… Nearly 109,000 students served in juvenile Nearly 109,000 students served in juvenile

corrections dailycorrections daily

Almost two-thirds of youth in custody are of minority Almost two-thirds of youth in custody are of minority statusstatus

African-American youths represent the largest group African-American youths represent the largest group of incarcerated juveniles of incarcerated juveniles

(Sickmund, 2004)(Sickmund, 2004)

Student Characteristics-Student Characteristics-DemographicsDemographics

What we found…What we found… Detention Detention

– 88% minority status88% minority status

– 83% African-American83% African-American

– 11% Caucasian11% Caucasian

CommitmentCommitment– 70% African-American70% African-American– 30% Caucasian30% Caucasian(based on facility day counts)(based on facility day counts)

Student Characteristics-Student Characteristics-Length of StayLength of Stay

What the research says…What the research says… Lengths of stay for youths in detention Lengths of stay for youths in detention

facilities average 37 daysfacilities average 37 days

One-third of committed youth have lengths of One-third of committed youth have lengths of stay longer than 6 monthsstay longer than 6 months

(Snyder & Sickmund, 1999)(Snyder & Sickmund, 1999)

Student Characteristics-Student Characteristics-Length of StayLength of Stay

What we found…What we found… Detention:Detention:

– Average length of stay according to principal and Average length of stay according to principal and computer-generated day count – 23.52 dayscomputer-generated day count – 23.52 days

Commitment:Commitment:– Average length of stay is 6 months, including 6 Average length of stay is 6 months, including 6

weeks in transition unit weeks in transition unit – ““If someone has more time than that, we send them If someone has more time than that, we send them

to a more appropriate setting”to a more appropriate setting”

Student Characteristics-Student Characteristics-Special Education/504Special Education/504

What the research says…What the research says…

9% of students in public schools have 9% of students in public schools have identified disabilities (U.S. Department of identified disabilities (U.S. Department of Education, 2001)Education, 2001)

Students with disabilities represent about 32% Students with disabilities represent about 32% of youth in corrections (Quinn, Rutherford, & of youth in corrections (Quinn, Rutherford, & Leone, 2001)Leone, 2001)

Student Characteristics-Student Characteristics-Special Education/504Special Education/504

What we found…What we found… Neither facility reported serving students with Neither facility reported serving students with

504 plans504 plans

Detention: Detention: 24% with disabilities; 53% SLD; 31% EBD24% with disabilities; 53% SLD; 31% EBD

Commitment:Commitment: 40% with disabilities; 44% SLD; 16% EBD40% with disabilities; 44% SLD; 16% EBD

Principal CharacteristicsPrincipal Characteristics Years administrator in current schoolYears administrator in current school

– Detention: 1 yearDetention: 1 year– Commitment: 1 year, 9 monthsCommitment: 1 year, 9 months– I’ve learned so much on this job, it’s unreal. I I’ve learned so much on this job, it’s unreal. I

thought I knew a lot, but I’ve learned so much.thought I knew a lot, but I’ve learned so much. Research: Research:

– Continual change of administrators can have a Continual change of administrators can have a profound impact on identifying, implementing, and profound impact on identifying, implementing, and sustaining school policies (Doud & Keller, 1998)sustaining school policies (Doud & Keller, 1998)

– Changes in leadership may result in a focus on Changes in leadership may result in a focus on initiation, rather than sustained implementation of initiation, rather than sustained implementation of educational reform (Hess, 1999; Teske & educational reform (Hess, 1999; Teske & Schneider,1999)Schneider,1999)

Principal CharacteristicsPrincipal Characteristics

Total years as administratorTotal years as administrator– Detention: 4 yearsDetention: 4 years– Commitment: 15 yearsCommitment: 15 years

Research Research – Public school principals average 9 years Public school principals average 9 years

experience (Gates, Santianez, Ross, & Chung, experience (Gates, Santianez, Ross, & Chung, 2003)2003)

Principal CharacteristicsPrincipal Characteristics

Highest degree earnedHighest degree earned– Detention: M.A. (Ed. specialist)Detention: M.A. (Ed. specialist)– Commitment: 2 M.A.’s (special education, ed. Commitment: 2 M.A.’s (special education, ed.

admin.)admin.)

ResearchResearch– Public school principals: 57% have a master’s Public school principals: 57% have a master’s

degree (Doud & Keller, 1998)degree (Doud & Keller, 1998)

Principal CharacteristicsPrincipal Characteristics Educational CertificationEducational Certification

– Detention: P.E., social studiesDetention: P.E., social studies– Commitment: Administration, special education Commitment: Administration, special education

supervisorsupervisor

ResearchResearch– When assessing the quality of principals, certification When assessing the quality of principals, certification

and education are common measures (Gates, Ringel, and education are common measures (Gates, Ringel, Santianez, & Chung, 2003)Santianez, & Chung, 2003)

– However, these factors do not provide information on However, these factors do not provide information on leadership and interpersonal skills, both of which are leadership and interpersonal skills, both of which are important characteristics for principals (Roza, Hill, important characteristics for principals (Roza, Hill, Celio, Harvey, & Wishon, 2003)Celio, Harvey, & Wishon, 2003)

Principal CharacteristicsPrincipal Characteristics

GenderGender– Detention: MaleDetention: Male– Commitment: FemaleCommitment: Female

ResearchResearch– 44% of public school principals are female (Gates, 44% of public school principals are female (Gates,

Ringel, Santianez, & Chung, 2003)Ringel, Santianez, & Chung, 2003)

Education ProgramEducation Program- Accreditation- Accreditation

Examples of Accrediting AgenciesExamples of Accrediting Agencies– American Corrections AssociationAmerican Corrections Association– Correctional Education AssociationCorrectional Education Association– Educational Accreditation Associations Educational Accreditation Associations (Middle States, Southern Association (Middle States, Southern Association

of Colleges and Universities)of Colleges and Universities)

Associations set standards for policies and practices; Associations set standards for policies and practices; schools/programs that meet or exceed standards are eligible schools/programs that meet or exceed standards are eligible for accreditation for accreditation

Additionally, State Depts. of Education may grant Additionally, State Depts. of Education may grant accreditation (or accountability) based on AYP and school accreditation (or accountability) based on AYP and school performanceperformance

Education Program-Education Program-AccreditationAccreditation

What we found…What we found…

Detention: Detention: State Department of Education (as a charter State Department of Education (as a charter

school) – no written documentation providedschool) – no written documentation provided

Commitment:Commitment: ACA, Middle States Association AccreditationACA, Middle States Association Accreditation

Instructional TimeInstructional Time

Instructional time alone is Instructional time alone is only a modest predictor of only a modest predictor of achievement achievement (Karweit, 1983; (Karweit, 1983; Suarez, Torlane, McGrath, & Suarez, Torlane, McGrath, & Clark, 1991; Walberg, 1988)Clark, 1991; Walberg, 1988)

However, to gain access to the However, to gain access to the general education curriculum, general education curriculum, as mandated by NCLB (2001) as mandated by NCLB (2001) and IDEA (1997) students must and IDEA (1997) students must have a full school dayhave a full school day

What we found…What we found… Detention:Detention:

– School year – 200 School year – 200 daysdays

– School day – 5.5 School day – 5.5 hourshours

Commitment:Commitment:– School year – 215 School year – 215

daysdays– School day – 6 hours School day – 6 hours

Curricular PoliciesCurricular Policies Prescribed CurriculumPrescribed Curriculum

– Detention: Yes, school-developed based on state Detention: Yes, school-developed based on state content standardscontent standards

– Commitment: Yes, from stateCommitment: Yes, from state ResearchResearch

– No national research exists on curriculum in No national research exists on curriculum in juvenile corrections. However, data collection has juvenile corrections. However, data collection has just been completed on a national survey of just been completed on a national survey of curriculum, assessment, and accountability in curriculum, assessment, and accountability in commitment facilities (Gagnon, Maccini, & commitment facilities (Gagnon, Maccini, & Malmgren, in progress)Malmgren, in progress)

Curricular PoliciesCurricular Policies We do know:We do know:

– IDEA (1997) require that students with disabilities IDEA (1997) require that students with disabilities are provided access to the general education are provided access to the general education curriculumcurriculum

– Access is accomplished by linking IEP goals to the Access is accomplished by linking IEP goals to the general education curriculum and content general education curriculum and content standards (Nolet & McLaughlin, 2000)standards (Nolet & McLaughlin, 2000)

Curricular PoliciesCurricular Policies

– Juvenile correctional schools must provide access Juvenile correctional schools must provide access to the general education curriculum via to the general education curriculum via instructional adaptations. No longer is it acceptable instructional adaptations. No longer is it acceptable to have a student work solely “at his/her level” to have a student work solely “at his/her level” (both schools use some ability grouping)(both schools use some ability grouping)

For example, use calculators to solve budget For example, use calculators to solve budget problems (work on computation skills within mini-problems (work on computation skills within mini-lessons and for homework)lessons and for homework)

Curricular PoliciesCurricular Policies

Obtain information on curriculum of local schoolsObtain information on curriculum of local schools– Detention: None. More focused on state Department of Detention: None. More focused on state Department of

Ed. and an outside firm that has responsibility for Ed. and an outside firm that has responsibility for curriculumcurriculum

– Commitment: Principal attends professional Commitment: Principal attends professional development meetingsdevelopment meetings

ResearchResearch– Professional development is:Professional development is:

Key to keeping principals at their jobs (Hertling, Key to keeping principals at their jobs (Hertling, 2001)2001)

Key to keeping principals informedKey to keeping principals informed

Curricular PoliciesCurricular Policies

ResearchResearch– Professional development is:Professional development is:

A common request from principals to assist A common request from principals to assist them with implementing educational reform them with implementing educational reform

(Educational Research Service, National (Educational Research Service, National Association of Elementary school principals, & Association of Elementary school principals, & National Association of Secondary School National Association of Secondary School Principals, 2000)Principals, 2000)

Curricular PoliciesCurricular Policies Selection of texts and curriculum materialsSelection of texts and curriculum materials

– Detention: Principal decision with help from Detention: Principal decision with help from teachersteachers

– Commitment: Principal decision with help from Commitment: Principal decision with help from teachersteachers

ResearchResearch– If principals AND teachers are to make decisions If principals AND teachers are to make decisions

concerning texts and curriculum materials, they concerning texts and curriculum materials, they both must have adequate professional development both must have adequate professional development on standards, curriculum, and state assessments on standards, curriculum, and state assessments (Gagnon & McLaughlin, 2004)(Gagnon & McLaughlin, 2004)

Curricular PoliciesCurricular Policies

Policy for communicating with public/home schools Policy for communicating with public/home schools concerning educational needs of students with concerning educational needs of students with disabilitiesdisabilities– Detention: Limited to obtaining records at Detention: Limited to obtaining records at

admissionadmission

– Commitment: Limited to obtaining records at Commitment: Limited to obtaining records at admissionadmission

Curricular PoliciesCurricular Policies ResearchResearch

– Few exclusionary school programs have any formalized Few exclusionary school programs have any formalized procedures for exchanging information or follow-up upon procedures for exchanging information or follow-up upon student exit (Gagnon & Leone, 2004) student exit (Gagnon & Leone, 2004)

– For any exclusionary school setting, an entrance and exit For any exclusionary school setting, an entrance and exit program should be developed and include, close program should be developed and include, close cooperation of school officials, utilize available community cooperation of school officials, utilize available community resources, and facilitate the development of support groups resources, and facilitate the development of support groups (Katsiyannis, 1993). (Katsiyannis, 1993).

– This is critical for effective management, exchange of This is critical for effective management, exchange of records and development of follow-up activities. records and development of follow-up activities.

Curricular PoliciesCurricular Policies

Monitoring teacher instruction and use of curriculumMonitoring teacher instruction and use of curriculum

– Detention: Principal observes and evaluates teachersDetention: Principal observes and evaluates teachers

– Commitment: Principal observes and evaluates teachers, Commitment: Principal observes and evaluates teachers, reviews lesson plansreviews lesson plans

ResearchResearch

– Systematic procedures for teacher evaluation are critical, Systematic procedures for teacher evaluation are critical, given that as few as 17% of teachers in juvenile corrections given that as few as 17% of teachers in juvenile corrections are certified to teach the population they work with (Quinn, are certified to teach the population they work with (Quinn, Rutherford, & Leone, 2001)Rutherford, & Leone, 2001)

Curricular PoliciesCurricular Policies

School waivers from the state department of educationSchool waivers from the state department of education– Detention: NoneDetention: None– Commitment: NoneCommitment: None

Researchers assert:Researchers assert:– Waiver should not be provided that allow juvenile Waiver should not be provided that allow juvenile

correctional schools to omit certain curriculum correctional schools to omit certain curriculum content areas, reduce hours in a school days, and content areas, reduce hours in a school days, and reduce number of school days (Gagnon & Mayer, reduce number of school days (Gagnon & Mayer, 2004)2004)

Curricular PoliciesCurricular Policies Educational Services for isolated youth with special Educational Services for isolated youth with special

needsneeds– Detention: Work collected from teacher or used Detention: Work collected from teacher or used

from a “substitute teacher packet”from a “substitute teacher packet”– Commitment: Principal says no students have been Commitment: Principal says no students have been

isolated. Policy states that a student may have to isolated. Policy states that a student may have to attend class on the living unit if severe behavior attend class on the living unit if severe behavior problems occur. problems occur.

Curricular PoliciesCurricular Policies

IDEA (1997) PolicyIDEA (1997) Policy– Excluded students with special needs must Excluded students with special needs must

continue to have access to the general education continue to have access to the general education curriculum and allowed to make progress on IEP curriculum and allowed to make progress on IEP goals and objectivesgoals and objectives

Curricular PoliciesCurricular Policies Courses OfferedCourses Offered

– Detention: Core courses, electivesDetention: Core courses, electives– Commitment: Core courses, electivesCommitment: Core courses, electives

ResearchResearch– Students must be provided courses consistent with Students must be provided courses consistent with

state requirements and those necessary for students state requirements and those necessary for students to earn a high school diplomato earn a high school diploma

– A formalized method of awarding course credit for A formalized method of awarding course credit for specific increments of time and work completed specific increments of time and work completed and procedures for communicating credit to and procedures for communicating credit to public/home schools are criticalpublic/home schools are critical

ImplicationsImplications

Principal characteristicsPrincipal characteristics– Principal education was consistent with public Principal education was consistent with public

school principalsschool principals– Appropriate certification and more specific Appropriate certification and more specific

measures of principal performance should be measures of principal performance should be monitored by the state Department of Educationmonitored by the state Department of Education

– District/state education officials should be aware District/state education officials should be aware of principal turnover rates and provide necessary of principal turnover rates and provide necessary training and supports to minimize turnover.training and supports to minimize turnover.

ImplicationsImplications

Curricular policiesCurricular policies– The state Department of Education should oversee The state Department of Education should oversee

juvenile correctional educational programs and juvenile correctional educational programs and hold them accountable for providing appropriate hold them accountable for providing appropriate educational serviceseducational services

ImplicationsImplications Curricular policiesCurricular policies

– Schools must monitor that each student is taking Schools must monitor that each student is taking the courses necessary to earn a high school the courses necessary to earn a high school diploma (unless other formal goals exist)diploma (unless other formal goals exist)

– Teachers and principals need professional Teachers and principals need professional developmentdevelopment Concerning research-based instructional Concerning research-based instructional

adaptations that support student success in adaptations that support student success in rigorous content coursesrigorous content courses

ImplicationsImplications

Concerning standards, curriculum, and state Concerning standards, curriculum, and state assessments, if principals and teachers are to choose assessments, if principals and teachers are to choose texts and curriculum materialstexts and curriculum materials

ImplicationsImplications

Curricular policiesCurricular policies– Communication with local districts on student Communication with local districts on student

educational needs should exist at student entrance educational needs should exist at student entrance and exit from the juvenile correctional facilityand exit from the juvenile correctional facility

Implications Implications

Education as a priority in juvenile corrections:Education as a priority in juvenile corrections:– Understanding of individual backgrounds and needs Understanding of individual backgrounds and needs

of studentsof students– On-going and formalized communication should be On-going and formalized communication should be

maintained between administrators, teachers of maintained between administrators, teachers of juvenile facilities and public schools, state officialsjuvenile facilities and public schools, state officials

– Formalized procedures for monitoring the quality of Formalized procedures for monitoring the quality of juvenile corrections education programs by local juvenile corrections education programs by local education agencies and state DOEseducation agencies and state DOEs

– Instructional time should be commensurate to Instructional time should be commensurate to public schoolspublic schools

Future DirectionsFuture Directions

Snapshot of two facilities –Snapshot of two facilities –Broader investigation is neededBroader investigation is needed

Special education policies and Special education policies and

practices should be includedpractices should be included

Link to state policies and Link to state policies and statutesstatutes