Resources
Page 10: References, Additional Resources, and Credits
To cite this module, please use the following:
The IRIS Center. (2016). Youth with disabilities in juvenile corrections (part 1): Improving instruction. Retrieved from https://iris.peabody.vanderbilt.edu/module/jj1/
Note: The references in this section reflect the source material used to construct this module. The links to these references are not updated.
Blomberg, T. G., Bales, W. D., & Piquero, A. R. (2012). Is educational achievement a turning point for incarcerated delinquents across race and sex? Journal of Youth and Adolescence, 41(2), 202–216.
Cruise, K. R., Evans, L. J., & Pickens, I. B. (2011). Integrating mental health and special education needs into comprehensive service planning for juvenile offenders in long-term custody settings. Learning and Individual Differences, 21, 30–40.
Deitch, M., & the National Institute of Corrections. (2016). Establishing a therapeutic culture that supports behavior management. Retrieved from http://www.desktopguide.info/?q=node/21
Duncan, A., & Holder, E. H. (2014). Letter to the Chief State School Officers and State Attorneys General. Washington, D.C.: United States Department of Education, United Stated Department of Justice.
Geib, C. F., Chapman, J. F., D’Amaddio, A. H., & Grigorenko, E. L. (2011). The education of juveniles in detention: Policy considerations and infrastructure development. Learning and Individual Differences, 21, 3–11.
Gagnon, J. C., & Barber, B. (2010). Characteristics of and services provided to youth in secure care facilities. Behavioral Disorders, 36(1), 7–19.
Gagnon, J. C., & Barber, B. (2014). Instructional practice guide for teaching reading and mathematics in juvenile correctional schools. The Journal of Correctional Education, 65(3), 5–23.
Gagnon, J. C., Barber, B., Van Loan, C., & Leone, P. (2009). Juvenile correctional schools: Characteristics and approaches to curriculum. Education and Treatment of Children, 32(4), 673–696.
Gagnon, J. C., Read, N. W., & Gonsoulin, S. (2015). Key Considerations in Providing a Free Appropriate Public Education for Youth with Disabilities in Juvenile Justice Secure Care Facilities. Washington, DC: The National Technical Assistance Center for the Education of Neglected or Delinquent Children and Youth (NDTAC). Retrieved from http://www.neglected-delinquent.org/sites/default/files/NDTAC_Issue_Brief_FAPE_12_15.pdf
Gonsoulin, S., Darwin, M. J., & Read, N. W. (2012). Providing Individually Tailored Academic and Behavioral Support Services for Youth in the Juvenile Justice and Child Welfare Systems. Washington, DC: The National Technical Assistance Center for the Education of Neglected or Delinquent Children and Youth (NDTAC). Retrieved from http://www.neglected-delinquent.org/sites/default/files/docs/NDTAC_PracticeGuide_IndividualSrvcs.pdf
Gonsoulin, S., Griller Clark, H., & Rankin, V. E. (2015). Quality education services are critical for youth involved with the juvenile justice and child welfare systems. Washington, DC: The National Technical Assistance Center for the Education of Neglected or Delinquent Children and Youth (NDTAC). Retrieved from http://www.neglected-delinquent.org/sites/default/files/NDTAC_Correctional_ED_Practice_Guide_508.pdf
Johnson, L. E., Wang, E. W., Gilinsky, N., He, Z., Carpenter, C., Nelson, C. M., & Scheuermann, B. K. (2013). Youth outcomes following implementation of universal SW-PBIS strategies in a Texas secure juvenile facility. Education and Treatment of Children, 36(3), 135–145.
Jolivette, K. (2016). Multi-Tiered Systems of Support in Residential Juvenile Facilities. Washington, DC: The National Technical Assistance Center for the Education of Neglected or Delinquent Children and Youth (NDTAC). Retrieved from http://www.neglected-delinquent.org/sites/default/files/NDTAC-IssueBrief-508.pdf
Jolivette, K., & Nelson, C. M. (2010). Adapting positive behavioral interventions and supports for secure juvenile justice settings: Improving facility-wide behavior. Behavioral Disorders, 36(1), 28–42.
Leone, P., & Weinberg, L. (2012). Addressing the unmet educational needs of children and youth in the juvenile justice and child welfare systems. Center for Juvenile Justice Reform report. Retrieved from http://cjjr.georgetown.edu/wp-content/uploads/2015/03/EducationalNeedsofChildrenandYouth_May2010.pdf
Leone, P. E., & Wruble, P. C. (2015). Education services in juvenile corrections: 40 years of litigation and reform. Education and Treatment of Children, 38(4), 587–604.
Maccini, P., Gagnon, J. C., Mulcahy, C. A., & Leone, P. E. (2006). Math instruction for committed youth within juvenile correctional schools. The Journal of Correctional Education, 57(3), 210–229.
Mathur, S. R., & Schoenfeld, N. (2010). Effective instructional practices in juvenile justice facilities. Behavioral Disorders, 36(1), 20–27.
Musgrove, M., & Yudin, M. K. (2014). Dear Colleague Letter on the Individuals with Disabilities Education Act for Students with Disabilities in Correctional Facilities. Washington, D.C.: United States Department of Education, Office of Special Education and Rehabilitative Services.
Nelson, C. M., Scott, T. M., Gagnon, J. C., Jolivette, K., & Sprague, J. R. (2008). Positive behavior support in the juvenile justice system. PBIS Newsletter, 4(3). Retrieved from https://www.pbis.org/common/cms/files/Newsletter/Volume4%20Issue3.pdf
Osher, D., Sidana, A., & Kelly, P. (2008). Improving Conditions for Learning for Youth Who Are Neglected or Delinquent. Washington, DC: The National Technical Assistance Center for the Education of Neglected or Delinquent Children and Youth (NDTAC). Retrieved from http://www.neglected-delinquent.org/sites/default/files/ImprovingConditionsforLearningforYouthWhoAreNeglectedorDelinquent.pdf
Positive Behavioral Interventions & Supports (PBIS) Center. (n.d.). Juvenile implementation features. Retrieved from https://www.pbis.org/community/juvenile-justice/juvenile-implementation-features
Positive Behavioral Interventions & Supports (PBIS) Center. (n.d.). Positive behavior interventions and supports for youth at-risk and involved in juvenile corrections. Retrieved from https://www.pbis.org/community/juvenile-justice
Steele, J. L., Bozick, R., & Davis, L. M. (2016). Education for incarcerated juveniles: A meta-analysis. Journal of Education for Students Placed at Risk, 21(2), 65–89.
Department of Education, Office of Special Education and Rehabilitative Services. (2014). Correctional education in juvenile justice facilities. Guidance Package. Retrieved from http://www2.ed.gov/policy/gen/guid/correctional-education/index.html
U.S. Department of Education, & U.S. Department of Justice. (2014). Guiding principles for providing high-quality education in juvenile justice secure care settings. Retrieved from http://www2.ed.gov/policy/gen/guid/correctional-education/guiding-principles.pdf
U.S. Department of Justice, & Hockenberry, S. (2016). Juveniles in residential placement, 2013. Juvenile Justice Statistics National Report Series. Retrieved from http://www.ojjdp.gov/pubs/249507.pdf
U.S. Department of Justice, Office of Juvenile Justice and Delinquency Prevention. (n.d.). Statistical briefing book. Retrieved from http://www.ojjdp.gov/ojstatbb/
Wilkerson, K. L., Gagnon, J. C., Mason-Williams, L., & Lane, H. B. (2012). Reading instruction for students with high-incidence disabilities in juvenile corrections. Preventing School Failure, 56(4), 219–231.
Articles
Sprague, J. R., Scheuermann, B., Wang, E., Nelson, C. M., Jolivette, K., & Vincent, C. (2013). Adopting and adapting PBIS for secure juvenile justice settings: Lessons learned. Education and Treatment of Children, 36(3), 121–134.
This article examines the realities of adapting PBIS to secure juvenile facilities. Included are notes and information on facility wide implementation systems, assessments, lessons learned, and much more.
Reichert, M., & Hawley, R. (2013). Relationships play primary role in boys’ learning. Phi Delta Kappan, 94(8), 49-53. Retrieved from http://www.jcsd.k12.or.us/sites/jcsd.k12.or.us/files/files/relationships%20play%20primary%20role%20in%20boys’%20learning.pdf
The authors of this article stress the crucial role of positive relationships in the education of boys and young men. Included are notes on the positive steps necessary to achieve the goal of strengthening engagement with school, as well as information on how to turn around relationships that have become troubled.
Online Resources
Center for Parent Information and Resources. (2016, September). Reaching and serving students with disabilities in juvenile justice. Archived Webinar. Retrieved from https://www.parentcenterhub.org/repository/webinar17-juvenilejustice/
The experts in this Webinar co-hosted by the Center for Parent Information and Resources offer a policy perspective on the education of young people in juvenile justice facilities. Among the topics at hand is the impact of the Every Student Succeeds Act (ESSA) and thoughts on some effective ways to help support the families of students.
Farmer, R. W., Brooks, C. C., & the National Institute of Corrections. (n.d.). Chapter 13: Education. Retrieved from http://www.desktopguide.info/?q=node/19
This chapter on the creation and successful implementation of education programs for young people in detention facilities includes notes on the creation of a culture of learning, the roles of program administrators, examples of program mission statements, and information on the hiring and retention of educators, among much more.
National Center on Intensive Intervention. (n.d.). Behavior: Strategies and sample resources. Retrieved from http://www.intensiveintervention.org/behavior-strategies-and-sample-resources
Visit this web page to find and download resources related to behavior strategies that include self-management, antecedent modification, reinforcement, and much more.
National Center on Intensive Intervention. (2015, September). Bringing it together: Why it is important to integrate academics and behavior when thinking about intensive intervention. Archived Webinar. Retrieved from http://www.intensiveintervention.org/video-resource/bringing-it-together-why-it-important-integrate-academics-and-behavior-when-thinking
In this Webinar, the presenters offer information on the inter-relation between successful academic outcomes and effective classroom behavior management. Among other topics, the presenters discuss the use of data-based individualization to help achieve integrated behavioral support.
U.S. Department of Justice, Office of Juvenile Justice and Delinquency Prevention. (n.d.). Meeting the educational needs of system-involved youth. Retrieved from http://www.ojjdp.gov/programs/System_Involved_Youth.html
The information in this section of the U.S. Department of Justice, Office of Juvenile Justice and Delinquency Prevention’s website includes links to a correctional education guidance package, Department of Justice resources, an extensive list of additional resources, and more.
Websites
The National Technical Assistance Center for the Education of Neglected or Delinquent Children and Youth http://www.neglected-delinquent.org/
NDTAC makes available a wide variety of information and resources about students in juvenile justice detention facilities and at-risk youth. Topic areas to explore include teaching and learning, transition, safe and supportive learning environments, and much more.
Office of Juvenile Justice and Delinquency Prevention http://www.ojjdp.gov
The U.S. Department of Justice’s Office of Juvenile Justice and Delinquency Prevention (OJJDP) works with state and federal agencies and others to improve and expand policies and practices related to youth either already in the juvenile corrections system or at risk of being so. OJJDP’s website offers information in state and national programs, data and statistics, and resources and tools.
Postive Behavioral Interventions and Supports https://www.pbis.org/
This OSEP technical assistance center is tasked “to define, develop, and evaluate a multi-tiered approach to Technical Assistance that improves the capacity of states, districts, and schools to establish, scale-up, and sustain the PBIS framework.” Visitors to the center’s website will find resources on a host of topics, including student evaluation, juvenile justice, bullying prevention, and family/school partnerships.
Additional IRIS Resources
- Accessing the General Education Curriculum: Inclusion Considerations for Students with Disabilities
This module highlights classroom considerations that promote access to the general education curriculum for students with disabilities (est. completion time: 1.5 hours). - Accommodations: Instructional and Testing Supports for Students with Disabilities
This module provides an overview of accommodations for students with disabilities (est. completion time: 1 hour). - Addressing Disruptive and Noncompliant Behaviors (Part 1): Understanding the Acting-Out Cycle
The first in a two-part series, this module discusses problem behavior in terms of the stages of the acting-out cycle and suggests ways to respond to students in the cycle’s different phases (est. completion time: 1 hour). - Addressing Disruptive and Noncompliant Behaviors (Part 2): Behavioral Interventions
The second in a two-part series, this module describes interventions that can increase initial compliance to teacher requests as well as interventions that can be implemented to decrease disruptive and noncompliant behaviors (est. completion time: 1 hour). - Assistive Technology: An Overview
This module offers an overview of assistive technology (AT) and explores ways to expand students’ access to it in the classroom (est. completion time: 2 hours). - Bookshare: Providing Accessible Materials for Students with Print Disabilities
This module presents an overview of Bookshare, a project supported by the U.S. Department of Education and OSEP, which provides books in digitized formats to individuals who have print disabilities. On hand is information about how such students can access textbooks, other instructional materials, and text-reader software at no cost, as well as how teachers can use this information in their daily instructional planning (est. completion time: 2 hours). - Classroom Behavior Management (Part 1): Key Concepts and Foundational Practices
This module highlights the importance of establishing a comprehensive classroom behavior management system composed of a statement of purpose, rules, procedures, consequences, and an action plan. It also provides information about how culture, classroom factors, and teacher actions can influence student behavior (est. completion time: 1 hour). - Classroom Behavior Management (Part 2, Secondary): Developing a Behavior Management Plan
This module reviews the major components of classroom management (including rules, procedures, and consequences) and guides users through the steps of creating their own comprehensive behavior plan. The module is a companion to Classroom Behavior Management (Part 1): Key Concepts and Foundational Practices (est. completion time: 2 hours). - CSR: A Reading Comprehension Strategy
This module outlines Collaborative Strategic Reading (CSR), a strategy for helping students to improve their reading comprehension skills. In CSR, students work together in small groups to apply comprehension strategies as they read text from a content area, such as social studies or science (est. completion time: 1 hour). - Differentiated Instruction: Maximizing the Learning of All Students
This module discusses the importance of differentiating three aspects of instruction: content, process (instructional methods), and product (assessment). It explores the student traits—readiness level, interest, and learning profile—that influence learning (est. completion time: 3 hours). - Evidence-Based Practices (Part 1): Identifying and Selecting a Practice or Program
This module, the first in a series of three, discusses the importance of identifying and selecting evidence-based practices (est. completion time: 1.5 hours). - Evidence-Based Practices (Part 2): Implementing a Practice or Program with Fidelity
This module, the second in a series of three, discusses implementing an evidence-based practice or program with fidelity (est. completion time: 1 hour). - Evidence-Based Practices (Part 3): Evaluating Learner Outcomes and Fidelity
This module, the third in a series of three, examines how to evaluate whether an evidence-based practice is effective for the young children or students with whom you are working (est. completion time: 2 hours). - Functional Behavioral Assessment: Identifying the Reasons for Problem Behavior and Developing a Behavior Plan
This module explores the basic principles of behavior and the importance of discovering the reasons that students engage in problem behavior. The steps to conducting a functional behavioral assessment and developing a behavior plan are described (est. completion time: 2 hours). - High-Quality Mathematics Instruction: What Teachers Should Know
This module describes the components of high-quality mathematics instruction: a standards-based curriculum and evidence-based strategies. It also highlights several effective practices teachers can use to teach mathematics (est. completion time: 1 hour). - Improving Writing Performance: A Strategy for Writing Persuasive Essays
This module highlights the differences between students who write well and those who struggle. Elements of the writing process are discussed, as are the prerequisite skills students need to write good papers. The module outlines and describes the process for teaching students the POW+TREE strategy, a writing strategy to help students produce better persuasive essays (est. completion time: 2 hours). - Intensive Intervention (Part 1): Using Data-Based Individualization To Intensify Instruction
This module, first in a series of two, overviews data-based individualization and provides information about adaptations for intensifying and individualizing instruction. Developed in collaboration with the National Center on Intensive Intervention at American Institutes for Research and the CEEDAR Center, this resource is designed for individuals who will be implementing intensive interventions (e.g., special education teachers, reading specialists, interventionists) (est. completion time: 3 hours). - Intensive Intervention (Part 2): Collecting and Analyzing Data for Data-Based Individualization
This module, the second in a series on intensive intervention, offers information on making data-based instructional decisions. Specifically, the resource discusses collecting and analyzing progress monitoring and diagnostic assessment data. Developed in collaboration with the National Center on Intensive Intervention at American Institutes for Research and the CEEDAR Center, this resource is designed for individuals who will be implementing intensive interventions (e.g., special education teachers, reading specialists, interventionists) (est. completion time: 3 hours). - PALS: A Reading Strategy for Grades 2–6 (sometimes used with middle-school students)
This module outlines the benefits of implementing PALS for Grades 2–6, a peer tutoring strategy in which students work in pairs to strengthen their reading skills. Also included are step-by-step instructions for each of the three PALS activities as well as printable PALS materials (est. completion time: 1 hour). - PALS: A Reading Strategy for High School
This module outlines the benefits of implementing PALS for high school, a peer tutoring strategy in which students work in pairs to strengthen their reading skills. Also included are step-by-step instructions for each of the three PALS activities as well as printable PALS materials (est. completion time: 1 hour). - Progress Monitoring: Mathematics
This resource introduces users to progress monitoring in mathematics, a type of formative assessment in which student learning is evaluated to provide useful feedback about performance to both learners and teachers. - Progress Monitoring: Reading
This resource introduces users to progress monitoring in reading, a type of formative assessment in which student learning is evaluated to provide useful feedback about performance to both learners and teachers. - Providing Instructional Supports: Facilitating Mastery of New Skills
This module explores the importance of scaffolding and modeling for students as they learn new skills and strategies (est. completion time: 1 hour). - RTI (Part 1): An Overview
This module outlines the differences between the IQ-achievement discrepancy model and the Response-to-Intervention (RTI) approach. It also offers a brief overview of each tier in the RTI model and explains its benefits (est. completion time: 1 hour). - RTI (Part 2): Assessment
This module explores in detail the assessment procedures integral to RTI. It also outlines how to use progress monitoring data to determine if a student is meeting the established performance criteria or if more intensive intervention is needed (est. completion time: 2 hours). - RTI (Part 3): Reading Instruction
This module illustrates different research-based reading strategies that may be used with the response-to-intervention model to improve reading skills (est. completion time: 1.5 hours). - RTI: Mathematics
This module describes the RTI framework as applied to mathematics. It includes discussions of instruction, assessment, and data-based decision making at the primary, secondary, and tertiary levels (est. completion time: 2.5 hours). - Secondary Reading Instruction (Part 1): Teaching Vocabulary and Comprehension in the Content Areas
This module describes how teachers can incorporate vocabulary and reading comprehension skills instruction into content-area lessons and will introduce you to a variety of effective practices—including the use of graphic organizers—to help students better understand what they read (est. completion time: 1.5 hours). - Secondary Reading Instruction (Part 2): Deepening Middle School Content-Area Learning with Vocabulary and Comprehension Strategies
This module examines some of the reasons that adolescents struggle with content-area text and overviews effective strategies teachers can use to improve the vocabulary and comprehension skills of students with a wide range of abilities and across a variety of subjects (est. completion time: 1.5 hours). - SOS: Helping Students Become Independent Learners
This module describes how teachers can help students stay on task by learning to regulate their behavior. The four strategies discussed are self-monitoring, self-instruction, goal-setting, and self-reinforcement (est. completion time: 1.5 hours). - SRSD: Using Learning Strategies To Enhance Student Learning
This module features the Self-Regulated Strategy Development (SRSD) model, which outlines the six steps required to effectively implement any instructional strategy and emphasizes the time and effort required to do so (est. completion time: 1 hour). - Study Skills Strategies (Part 1): Foundations for Effectively Teaching Study Skills
This module examines the importance of effective study skills strategies and includes information on why some students struggle with those skills and why it’s critical for teachers to explicitly teach such strategies (est. completion time: 1 hour). - Study Skills Strategies (Part 2): Strategies that Improve Students’ Academic Performance
This companion to the Study Skills (Part 1) Module reiterates the importance of teachers providing explicit instruction on the use of study skills strategies and overviews a number of effective strategies: graphic organizers, note-taking, mnemonics, organizing materials, time management, comprehension strategies, and self-regulation strategies (est. completion time: 2.5 hours). - Universal Design for Learning: Designing Learning Experiences That Engage and Challenge All Students
This module examines the three principles of Universal Design for Learning (UDL) and discusses how to apply these principles to the four curricular components (i.e., goals, instructional materials, instructional methods, and assessments) (est. completion time: 2.5 hours). - Youth with Disabilities in Juvenile Corrections (Part 2): Transition and Reentry to School and Community
This module, second in a two-part series, addresses considerations and recommendations for transitioning youth from juvenile corrections facilities back to community, school, and workplace settings (est. completion time: 1.5 hours).
Content Expert:Taryn VanderPyl Module Developer:Janice Brown Content Expert Reviewer:Peter Leone Module Production Team:Editor: Reviewers: Transcriptions: Financial: |
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