Evaluating Alternative School Discipline Program Practices and Transition Processes

1. 1 Evaluating Alternative School Discipline Program Practices and Transition Processes

2. 2 Presentation Outline Introduction Alternative School Discipline Schools Quality Assurance Standards Process Evaluation and Outcome Assessment Overview Preliminary Findings Summary and Policy Implications

3. 3 I � Introduction Project Purposes Assess the effectiveness of school discipline schools in achieving their goals of successfully transitioning students back to their home schools, decrease the school district�s dropout rate, and intervene in the negative life course of disruptive and at-risk youth. The validated quality assurance system will provide a model accountability system that can be implemented in other alternative school discipline schools.

4. 4 Project History Fall 2001 Volusia School District contacted JJEEP 2002 Preliminary site visits 2003 Baseline Quality Assurance (QA) review 2004 Beginning implementation of the QA system, process evaluation and outcome assessment

5. 5 II � The Alternative School Discipline Schools Three methods for placement in Alternative School Discipline Schools Referral system Excessive referrals, usually behavioral in nature, from home school District expulsion School superintendent placement

6. 6 Euclid � Alternative School Discipline School Located in Deland, outside of Daytona in a low income residential neighborhood Approximately 140 students enrolled Approximately 50-70% of students attend on any given day Age range of students is 11 � 18 years Male to female ratio is 2:1 Average teacher to student ratio is 12:1 Eight classroom teachers, one guidance counselor, part-time school psychologist and reading specialist, share social worker with three other schools Facility is an older elementary school and six portables Length of school stay is approximately one semester

7. 7 Riverview � Alternative School Discipline School Located in Daytona Beach in a middle class residential neighborhood Approximately 150 students enrolled Approximately 70% of students attend on any given day Age range of students is 11 � 18 years Male to female ratio is 3:1 Average teacher to student ratio is 10:1 Nine classroom teachers, one guidance counselor, part-time school psychologist and reading specialist, share social worker with four other schools Facility is well maintained It is important to note that the office of the school district principle for alternative education is located at Riverview Length of stay is approximately one semester

8. 8 III � Quality Assurance Standards With the exception of School Behavioral Supports, the standards were developed from JJEEP�s QA standards for day treatment juvenile justice schools with modifications to fit the goals of the alternative school discipline schools. The standards are divided into four areas including Transition, Service Delivery, School Behavioral Supports, and Administration.

9. 9 Transition Indicators Placement Process and School Enrollment Academic and Behavioral Assessment On-Site Transition: Student Planning On-Site Transition: Student Progress Guidance Services Exit Transition Services

10. 10 Service Delivery Indicators Curriculum: Academic Literacy and Reading (Reading First Requirements) Instructional Delivery Support Services (Special education and related services) Attendance

11. 11 School Behavioral Supports Indicators Curriculum: Social Skills Building students have the opportunity to obtain the skills necessary to succeed in their home school and to become productive citizens Physical and Psychological Safety provide a safe and healthy environment that enables positive student and group interactions and decreases unsafe or confrontational student or group interactions

12. 12 Program Structure and Behavioral Expectations provide clear limits, consistent expectations, continuity, sufficient control, predictability, and age appropriate monitoring and supervision that is developmentally appropriate Meaningful Emotional and Psychological Relationships with Students, Peers, and Adults maintain a school environment that is characterized by effective communication, caring support, individual student guidance, secure attachments, and responsiveness Family, School, and Community Linkages ensure that school polices and practices address the integration of family, school, and community

13. 13 Administration Indicators Communication Instructional Personnel Qualifications (Teacher certification requirements) Professional Development School Improvement (Planning and Evaluation) Funding and Support (Educational resources and staff to student ratios)

14. 14 IV � Process Evaluation and Outcome Assessment Overview JJEEP will conduct a pre and post QA process evaluation and outcome assessment of both Alternative School Discipline Schools. The pre and post assessment will enable JJEEP to determine the impact and effectiveness of QA upon the practices and outcomes of the Alternative School Discipline Schools.

15. 15 DataStudent intake, academic performance, and transition back to home school three years prior to the implementation of QA and annually thereafter Program level data QA scores Teacher qualifications Resources Class size Use of technology

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17. 17 V � Preliminary Findings: Major Program Deficiencies Identified from Initial QA Reviews for Both Schools Exit transition Poor communication between alternative schools and home schools No transition mentoring or support Little social skills training Infrequent community involvement Low attendance rates Failure to develop individualized academic plans for students

18. 18 Major Program Strengths Identified from Initial QA Reviews for both Schools Both schools were technologically sufficient Most faculty and staff exhibited positive interest and motivation in their jobs and respectful and personable behavior toward students Low student/teacher ratio Multiple ESE service models employed with different restriction levels

19. 19 VI � Summary and Policy Implications The major goals of these alternative schools is to successfully return students to their home school, decreasing the school district�s dropout rate and modifying the student's behavior which contributed to their initial placement in the alternative school. A related goal is to reduce the likelihood of these youths being arrested and/or referred to the juvenile justice system.

20. 20 Summary�Continued Our preliminary findings indicate that a major weakness of the schools is the lack of successful transition back to home schools. The findings further indicate that among the reasons for the lack of successful transition back to home schools is general resistance from the schools to re-admit what they consider to be problem students.

21. 21 Policy Implications Upon successful completion of the pre and post assessment � a model quality assurance and accountability system will be available at other sites for testing and validating their respective alternative school discipline schools through appropriate on-site process evaluation and outcome assessments.

22. 22 Contact Us for Information JJEEP 325 John Knox Road Bldg. L, Suite 102 Tallahassee, FL 32303 _______________(850) 414-8355______________ Visit our website for information on research, standards, technical assistance documents, and links related to juvenile justice education www.jjeep.org