Performance-based Standards (PbS) for Youth Correction and Detention Facilities Using Performance-based Standards (PbS) to Measure Evidence-based Practices Correctional Education Association March 31, 3009 Annapolis, MD. PbS: Measuring Performance and Improvement. - PowerPoint PPT Presentation
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Ned Loughran, executive director/project director CJCA
National non-profit organization dedicated to improvement of youth correctional services and practices so youths succeed when they return to the community
Unites nation’s youth correctional CEOs to promote best practices, address common concerns and provide leadership for juvenile justice
Directs several grant projects: MacArthur Foundation Model for Change, CJCA Yearbook OJJDP Mental Health Model, New Directors Seminar Committed to expanding the adoption of PbS as a best
How PbS was developed The scope of PbS: Standards and Outcomes How PbS works PbS Tools for the Field Outcome Measure Examples NDTAC Recommendations for PbS/CJCA Surveys
About 1,000 secure facilities and found “substantial and widespread deficiencies:” High rates of youths and staff getting hurt High rates of suicidal behavior Few timely or professional health screenings High levels of staff turnover Adherence to existing standards did not mean
How PbS Works: The Blueprint• A set of seven goals and 27 standards for corrections and
19 standards for detention facilities to assess:• Safety• Order• Security• Health and mental health• Programming • Justice • Reintegration (Corrections Only)Performance toward meeting each standard is measured
using one or more outcome measures, which are compared over time and to other participating facilities.
PbS is a standards based performance improvement measurement system
PbS Goals• Safety: To engage in management practices that promote
the safety and well-being of staff and youths.
• Order: To establish clear expectations of behavior and an accompanying system of accountability for youths and staff that promote mutual respect, self discipline and order.
• Security: To protect public safety and to provide a safe environment for youths and staff, an essential condition for learning and treatment to be effective.
• Programming: To provide meaningful opportunities and services to youths to improve their educational and vocational competence, to effectively address underlying behavioral problems and to prepare them for responsible lives in the community.
Justice: To operate the facility in a manner consistent with principles of fairness and that provides the means of ensuring and protecting youth’s and family’s legal rights.
Health and Mental Health: To identify and effectively respond to residents’ health, mental health, and related behavioral problems throughout the course of confinement through the use of professionally appropriate diagnostic, treatment, and prevention protocols
Reintegration: To prepare youths for successful reintegration into the community while they reside at the facility
PbS outcome measures adhere to definition of performance outcomes as rates, frequencies, numbers that show change in status, occurrence or prevalence
PbS outcomes are measured twice a year to reflect change from one data collection period to the next
PbS reports performance to users in many ways: performance over time, in comparison to the field average of other participating facilities, performance on outcomes targeted for improvement and outcomes critical to safe and effective operations
PbS gives facilities data, twice year, showing levels of safety, order, security, programming, health/mental health services, justice and reintegration
PbS improvement process guides facilities in ways to use the information to identify what works and celebrate success as well as see what is not working and a structured path to create change
Improves accountability: facilities have data to share Prevents future incidents, lawsuits by improving compliance with
best practices and high standards Identifies progress over time, compared to other facilities Ongoing, personalized customer support Access to resources, networking across USA
CRIPA analysis: Legal protection Mapped 10 years of investigations with PbS Conclusion: Facilities that implement PbS as intended and
should not expect a CRIPA investigation because CRIPA investigates based on failure to meet the bare minimum Constitutional standards and PbS sets the highest standards for operational success.
PbS Research: Each kid’s individual experience best way to impact facility safety
Goal: To establish clear expectations of behavior and an accompanying system of accountability for youths and staff that promote mutual respect, self discipline and order.
Standards: Maximize responsible behavior by youth and staff and
conformance to facility rules; Minimize the facility’s use of restrictive and coercive means of
responding to disorder; Maximize opportunities for youths to participate in activities
and programs. Outcome Measures: Incidents of youth misconduct; use of
physical restraint; use of mechanical restraint; use of isolation or room confinement and; average duration of isolation or room confinement.
Goal: To provide meaningful opportunities and services to youths to improve their educational and vocational competence, to effectively address underlying behavioral problems and to prepare them for responsible lives in the community.
Standards: Provide an education program that is tailored to each youth’s
education level, abilities, problems, and special needs, and improves education performance and vocational skills while confined.
Address the behavioral problems of confined youths by developing and implementing a level system and associated programming that prepares youths for progressively increased responsibility and freedom in the community and that promotes healthy life choices.
To provide a support system to ensure that services are gender‐specific, culturally sensitive, language appropriate and tailored to fit the individual needs to the youths.
Outcome Measures Expected Practices Processes•Percent received a math/reading test at admission.•Percent received the educational programming prescribed by their individual treatment plans.•Percent of non-English speaking youth who have treatment plans written in the appropriate language.•Percent whose individual treatment plans have monthly progress notes.
•Receive math/reading tests to determine grade level within the 1st day•Trained and qualified staff applies the math/reading tests and interpret findings•The education program is provided 12 mos a year and for the number of hours per day specified by state law.•The education records contain info from their most recent school, arrived within 14 days•The facility uses aggregate and summary education data to develop a plan to improve education programming.•Youths held in isolation receive education programming and materials.•Written individual treatment plans are based on the results of reading and math tests and the education, social skills and vocational skills assessments.
•Written math/reading tests that help determine grade-level exist•Math/reading tests are age-appropriate and externally normed and validated.•Facility policy dictates that written individual treatment plans address education, social skills and vocational skills.•Case-level data on youths’ education status, needs, and performance are aggregated at least annually.•Facility policy provides for the education for youths held in isolation.•The provision of educational materials for youths held in isolation is stipulated in facility policy.•A record of materials provided to youths held in isolation exists.
Outcome Measures Expected Practices Processes•Length of average school day (in hours)•Average class size for:oGeneral CurriculumoSpecial EducationoVocational
•Percent of high school-level courses from which credits are transferrable to community high schools.•Number of hours per week the school library is available to students.
•The school day is 6 hours exclusive of lunch and count related activities.•Age-eligible students are able to earn high-school course credits that can be transferred to local community high schools.•There is an active school library staffed by a full or part-time librarian.•Male and female residents have access to the same educational opportunities.
•Percent of age-eligible students earning a high school diploma in the most recently completed school year.•Percent of age-eligible students earning a GED in the most recently completed school year.
•Youth are tested in math and reading every 3 months.
•Percent of teachers that are certified in the area in which they are teaching.•Percent of teachers with any certifications.•Percent of ALL school staff that have college degrees.
•Students are taught by State Department of Education (SDE) credentialed teaching staff or students are taught by teaching staff that meet the highly qualified teaching standards set up by NCLB•A guidance counselor is a part of the educational staff.•A transition coordinator is a member of the educational staff.
Outcome Measures Expected Practices Processes•Percent of youth who have an institutional education file in the school office.•Percent of youth enrolled in an educational program that issues a report card.•Percent of youth admitted whose educational records are requested within 3 days of admission.•Average number of days between a youth’s arrival and when the school record arrives from community school district.•Average number of days between a youth’s discharge and when the facility school records were released (mail/fax/hand carried) to his community school or district.•Percent of individual facility re-entry plans (individual treatment plans) that reflect educational re-entry activities/priorities/goals.
•Educational records are maintained on youth while enrolled in facility school, including the issuing of report cards every grading period.• The facility school establishes formal communication with the community school youth last attended.•Records are transferred from the facility to the new school within 7 days of discharge.•Future educational plans are considered by facility case management staff as demonstrated by youth’s re-entry plans.
•Education and program staff sign off on the written individual treatment plans and/or the individual education plan.•Copies of IEPs are distributed to the staff responsible for implementing them.
•Facility policy dictates that individual education plans (IEPs) are developed for appropriate youth as mandated by federal education regulation.
Outcome Measures Expected Practices Processes•Percent of students arriving with IEPs developed within last 12 months.•Percent of students needing new or updated IEPs based on intake assessment. •Percent of IEPs completely implemented within 10 calendar days of the IEP meeting. •Percent of IEP meetings held.•Percent of parents sent IEP notification letters of IEP meetings.•Percent of IEP meetings in which parents attended (in-person or by phone).•Percent of educational transitional services identified on the youth’s IEP that are coordinated with the youth’s institutional treatment plan.
•Existing student IEPs are reviewed for their currency and adequacy.• There exists an active child search/child find staff/committee to determine which youth are educationally disabled upon entry to the facility.•The facility has access to the state-wide special education database/network.•An IEP meeting is held within 30 days of the youth’s enrollment in facility school.•Parents are invited to their child’s IEP meeting•Parents provide input to their child’s IEP.
•Percent of youths who received a vocational assessment by qualified staff.•Percent received the vocational skills programming prescribed by their individual treatment plans.•Percent completed a vocational skills curriculum.
•Youths receive a vocational assessment within 30 days after admission•Trained and qualified staff apply the vocational assessment and interpret the findings•Vocational skills classes are held as scheduled.
•A written vocational assessment for youths exists•The written vocational assessment is age-appropriate and externally normed and validated.•An age-appropriate vocational skills curriculum exists.
Outcome Measures Expected Practices Processes•Percent of vocational courses that follow an established vocational education curriculum that is recognized by the state education agency.•Percent of youth enrolled in recommended vocational programming as determined/recommended by his vocational assessment. •Percent of vocational coursework hours that are transferrable to a career college or secondary vocational program of instruction. •Percent of youth in vocational programs that earned transferrable credit hours.
•Students are afforded vocational programming comparable to vocational programs operated in the community or community school.•Students receive appropriate vocational instruction that is aligned with interests and/or aptitude.
•A written policy/procedure for admission to vocational programs exists.•A written policy on the type of vocational offered: a secondary school model as offered in community schools, or a vocational/technical school model as offered in community/technical colleges.