Quality Assurance (QA) Report (Final) Juvenile Justice Educational Enhancement Program (JJEEP)

Transcription

1 DETENTION CENTER Quality Assurance (QA) Report (Final) Juvenile Justice Educational Enhancement Program (JJEEP) Florida Department of Education, Bureau of Exceptional Education and Student Services School Name Address Education Provider Facility Provider Marion Regional Juvenile Detention Center 3040 NW 10th Street Ocala, FL Marion County School District (School District) Department of Juvenile Justice (DJJ) School # School District Marion County Marion Capacity 88 Population Male Head Count 67 SD Registered 66 HSD/GED 1 Max Ratio (Student:Teacher) 11:1 ESE Service Delivery Diplomas by: Program Other School in SD Students Home/Zoned Schools Support Facilitation Consultation/Collaboration None All None Date of Education Provider Change Title I, (A) Yes No Title I, (D) Yes No School District Contact Lou Archibald Phone (352) Fax (352) louise.archibald@marion.k12.fl.us Other SD Contact Phone Fax Lead Educator Juan Lopez Phone (352) Fax Juan.Lopez@marion.k12.fl.us Facility Director Dixie Fosler Phone (352) x204 Fax (352) Dixie.Fosler@djj.state.fl.us SD Transition Coordinator Adrian Heath Phone (352) Fax (352) ) adrian.heath@marion.k12.fl.us QA Reviewer Katherine Wells kowells@fsu.edu Review Dates September 24-25, 2007 A Corrective Action Plan (CAP) is required. Yes No per Rule 6A [10], FAC DOE intervention is required. Yes No

2 JJEEP QA REVIEW METHODS The findings in this report are based on interviews, document review, and on-site observations. Pre-Review Contacts and Self-Report Verification SD Contract Manager or Designee Lead Educator Facility Director Education Coordinator Interviews SD Contract Manager Other SD Contact Lead Educator Facility Director Registrar Education Coordinator SD ESE Consultant ESE Coordinator Reading Coach SD Transition Coordinator Others: 6 Teachers 0 Teacher Aides 1 Guidance Staff 11 Students Document Review Self-Report 2006 QA Report/CAP Cooperative Agreement Private Provider Contract Quarterly Expenditures Program Evaluation Materials Behavior Management Plan Educational Policies/Procedures Meeting Agendas/Logs Curricula/Resources Volunteer Logs Annual School Calendar Guidance Forms Class Schedules Attendance Rosters Student Progression Plan On-site Observations 6 Classrooms 0 Treatment Team Meetings Others: None Community Involvement Logs Visitors Log Teachers Lesson Plans Student Work Samples Bell Schedule Personnel Files SD Comprehensive Reading Plan School Improvement Plan 11 Current Educational Files 7 Closed Educational Files 0 DJJ Commitment Files Others: SUMMARY Marion Regional Juvenile Detention Center serves up to 88 males and females ranging from years of age who come from various counties in the state. The Marion County School District employs the teachers, provides the educational services, and oversees the educational program. The program's educational goal is to raise students' achievement for successful re-entry into community, school, or workforce settings. The facility values its veteran group of highly qualified teachers. In addition to the six teachers, the program has a librarian and a teachers aide for language arts. The alternative education program of Marion County provides the program with a reading coach, a curriculum director, and an exceptional student education (ESE) coordinator. The findings in this report are based on document review, interviews, and on-site observations. Florida Department of Education, Bureau of Exceptional Education and Student Services QA Report for Marion Regional Juvenile Detention Center 2

3 QA TRENDS: Marion Regional Juvenile Detention Center When making cross-year comparisons of your program s QA scores keep in mind that JJEEP s educational standards generally become more demanding each year as the bar is raised with the expectation for continuous improvement. State average scores for detention center programs are provided for comparison purposes between your program s performance and the state average. Note that the score for Standard Four: Contract Management is not included in the program s overall average because it solely measures the performance of the supervising school district. Educational Indicators Score Detention State Avg. Educational Indicators Score Detention State Avg. Educational Indicators Transition Services 4 6 Transition Services 7 5 Transition Services 5 Assessment & Planning 5 5 Assessment & Planning 3 4 Assessment & Planning 4 Score STANDARD ONE: TRANSITION STANDARD ONE: TRANSITION STANDARD ONE: TRANSITION 4.50 Curriculum & Instruction 4 5 Curriculum & Instruction 7 6 Curriculum & Instruction 5 ESE & Related Services 2 6 ESE & Related Services 7 6 ESE & Related Services 7 STANDARD TWO: SERVICE DELIVERY STANDARD TWO: SERVICE DELIVERY STANDARD TWO: SERVICE DELIVERY 6.00 Collaboration 7 6 Collaboration 7 5 Collaboration 8 Educational Personnel Qualifications & Professional Development 7 6 Educational Personnel Qualifications 7 6 Educational Personnel Qualifications 7 Professional Development & Teacher Professional Development & Teacher 5 6 Retention Retention 7 Learning Environment & Resources 5 5 Learning Environment & Resources 7 5 Learning Environment & Resources 7 STANDARD THREE: EDUCATIONAL RESOURCES STANDARD THREE: EDUCATIONAL RESOURCES STANDARD THREE: EDUCATIONAL RESOURCES 7.25 OVERALL AVERAGE OVERALL AVERAGE OVERALL AVERAGE 6.25 STANDARD FOUR: CONTRACT MANAGEMENT STANDARD FOUR: CONTRACT MANAGEMENT STANDARD FOUR: CONTRACT MANAGEMENT 7.00 Florida Department of Education, Bureau of Exceptional Education and Student Services QA Report for Marion Regional Juvenile Detention Center 3

4 Marion Regional Juvenile Detention Center SURVEY 5 DATA STUDENT DEMOGRAPHIC DATA STUDENTS SERVED Attendance File Dropout Prevention File TOTAL (Unduplicated) 1215 GENDER # % AGE # % GRADE LEVEL # % ESE # % Male & under 79 7 K Mentally Handicapped (EMH, TMH, PMH) 49 4 Female Emotional Behavioral Disabilities RACE # % Specific Learning Disabled White (NH) Autistic Spectrum Disorder 0 0 Black (NH) Speech/Language Impaired 8 1 Hispanic Sensory Impaired (hearing, visual, dual) & Orthopedic Impairment 4 0 Other Gifted & above Traumatic Brain Injured 1 0 Adult 0 0 Hospital Homebound 1 0 Diplomas Earned # % Other Health Impaired 11 1 Standard * 0 0 TOTAL ESE GED 0 0 # % LEP STUDENTS Special NOTE: Student counts are based upon an unduplicated count of students served as reported in both the attendance and the dropout prevention files. This unduplicated count is matched to the demographic and the ESE files. Diplomas earned are independently retrieved from the end-of-the-year file. * Includes the GED Exit Option Florida Department of Education, Bureau of Exceptional Education and Student Services QA Report for Marion Regional Juvenile Detention Center 4

5 PERFORMANCE INDICATOR FINDINGS INDICATOR 1: TRANSITION SERVICES SATISFACTORY 5 The program has transition activities that include: 1.1 Enrolling students in a temporary schedule upon entry; changing students enrollment to permanent status by their 22nd school day in the program; enrolling students in appropriate courses based on a review of past records, entry assessments, Florida Comprehensive Assessment Test (FCAT) scores, and student progression requirements (Management information system [MIS] enrollment should include elementary, middle, and high school courses that address English/language arts, math, social studies, and science curricula as needed to address individual students needs for student progression or high school graduation.) 1.2 Providing daily Department of Juvenile Justice (DJJ) population reports to the lead educator, teachers, school registrar, and other educational support staff; making educational staff aware of each student s status (i.e., awaiting placement into commitment programs or awaiting release to their respective communities) and, when known, each student s expected release date 1.3 Documenting participation of an educational representative who is familiar with the students performance in detention hearings or staffings to determine the status of students in the detention center and to assist students with successful transition to their next educational or career/technical placements 1.4 Documenting transmittal of educational records for students who are returning to the public schools that include students days in attendance, current transcripts, and school district withdrawal forms with numerical grades in progress to the next educational placement at the time of exit 1.5 Documenting the transmittal of educational records to students next educational placements or to the transition coordinator for the receiving school districts at the time of exit for students transferring to commitment programs (These records should include students cumulative transcripts, individual educational plans (IEPs), individual academic plans (IAPs), and/or progress monitoring plans, assessment information, and school district withdrawal forms with numerical grades in progress.) The program has a comprehensive enrollment process that begins with registration and guidance services provided by the full-time guidance counselor and the transition manager. The program has on-site access to the school district MIS and the Florida Automated System for Transferring Educational Records (FASTER) through which they retrieve records electronically. Exceptional student education (ESE) records are also retrieved electronically through the Student Services Evaluation Team (SSET) system. All files reviewed document that students' records are requested within five days of entry. The clerk provides a program orientation to entering students, and the transition manager assigns them to a homeroom and develops their schedules. The guidance counselor develops appropriate permanent schedules for students one week prior to their 21st day based on their past records and assessments. All files reviewed contain temporary schedules and/or a permanent schedule for long-term students. The facility maintains a log of incoming and outgoing students. The transition manager prints and distributes daily population reports to the educational staff to reflect students' status and expected release dates. A mental health counselor, a nurse, a facility representative, and the guidance counselor meet weekly to discuss the status and progress of all students in a treatment team meeting. The guidance counselor shares the information discussed at this meeting in DJJ staffings or hearings to assist with students' successful transition. The transition manager contacts the transition coordinator of the next placement to assist "out-of-county" students transitioning to their next educational placements. The transition manager completes students' withdrawal forms which include numerical grade averages in each class. Five of seven closed files reviewed document that students were released to return to public schools. Three files document that the students were given their numerical grades at the time of withdrawal, but that their educational exit packets were sent later. All files reviewed for students transferring to a commitment program document that the educational exit packets are complete and are faxed to students' juvenile probation officers (JPOs) at the time of exit. RATING JUSTIFICATION The intent of the indicator is being met. The school district SSET assists the program with obtaining special education students records. COMMENDATIONS The program discusses students needs in treatment team meetings prior to DJJ staffings to assist with students successful transition. The program should ensure that the transition manager knows students next educational placements in order to send their RECOMMENDATIONS educational exit packet to school district and school transition coordinators at the time of exit. Florida Department of Education, Bureau of Exceptional Education and Student Services QA Report for Marion Regional Juvenile Detention Center 5

6 INDICATOR 2: ASSESSMENT and PLANNING SATISFACTORY 4 The program s assessment and planning practices include: 2.1 Administering an academic assessment for reading, writing or language arts, and mathematics within five school days of student entry into the facility and is used to guide instruction 2.2 Administering career and technical aptitude assessments and/or career interest surveys within 22 school days of student entry into the facility and are used to enhance employability, career, and technical instruction 2.3 Developing written individual academic plans (IAPs) for all non-exceptional student education (ESE) students within 22 school days of entry into the facility that include specific, measurable, and individualized long-term goals and short-term instructional objectives, identified remedial strategies, and a schedule for determining progress for reading, writing, and math (IAPs should be age and grade appropriate based on entry assessments and past records.) 2.4 Developing measurable individual educational plan (IEP) goals and objectives that directly relate to the student s identified academic, behavioral, and/or functional deficiencies and needs 2.5 Reviewing students academic progress toward achieving the content of their IAP and/or IEP goals and objectives, revising IAPs when appropriate, and reporting students progress toward meeting their IEP goals and objectives All files reviewed document that the program guidance counselor administers the Woodcock-McGrew-Werder Mini-Battery of Achievement (MBA) assessment for reading, writing, and math. In addition, the STAR Math and STAR Reading assessments are given to all students within five school days of entry. The guidance counselor also administers Choices as the career/technical assessment. All files reviewed document that Choices is administered within five school days of entry (rather than waiting until students' 22 school day in the program). The Choices software program is used to provide individualized career research opportunities for students within the career curriculum. The teachers develop IAPs for students' prior to their 21st day in the program based on past records and assessments. All academic goals are specific and measurable; however, career goals are not individualized. (One IAP contains an individualized career objective.) Three of four IAPs reviewed contain identical writing goals. The ESE teacher has held workshops to train the teachers in writing goals that relate to assessments in measurable terms. IAPs identify remedial strategies as needed, but do not contain review schedules. The teachers also develop IEP goals and objectives special education students on the standard diploma track. The ESE teacher develops the IEP goals and objectives for the special diploma students. The ESE teacher reviews the IEPs developed by the teachers and makes corrections as needed. All six IEPs reviewed contain measurable goals that relate directly to the students' specific needs. The program policy calls for monthly review of students' IAPs. One of the four IAPs reviewed documents a monthly review. One IEP was not reviewed in August or September. Most students interviewed do not recall participating in any review of their IAP goals. 2.6 Advising students with regard to their abilities and aptitudes, educational and occupational opportunities, personal and social adjustments, diploma options, and postsecondary opportunities and communicating to students their educational status and progress. The guidance counselor meets with students to discuss assessments, opportunities, diploma options graduation credits, and pupil progression needs. Guidance request forms are available in the classrooms. The guidance counselor documents consultation with students in her consultation log. The guidance counselor visits in the class rooms twice a month to conduct a general review of students' credits; this is documented in her consultation log and verified by students in interviews. RATING JUSTIFICATION The intent of the indicator is being met. The program administers career assessments to identify students interests within five school days of entry to enable them student to participate fully in the career exploration activities. COMMENDATIONS The counselor visits in the classrooms to conduct review sessions on graduation requirements and documents comprehensive guidance services via consultation with students. The program should ensure that all students IAPs contain individual goals that are based on their records and assessments. RECOMMENDATIONS The program should ensure that IAPs and IEPs are reviewed according to the program s policies and procedures. Florida Department of Education, Bureau of Exceptional Education and Student Services QA Report for Marion Regional Juvenile Detention Center 6

7 INDICATOR 3: CURRICULUM and INSTRUCTION The program offers academic curriculum and instruction through: 3.1 A substantial year-round curriculum designed to provide students with educational services based on (a) the Florida Course Code Directory and Instructional Personnel Assignments, (b) the course descriptions of the courses in which students are receiving instruction, and (c) the Florida Sunshine State Standards (FSSS) 3.2 Literacy skills activities, tutorial and remedial strategies, and social skills programs for students in the detention center 21 school days or less 3.3 Individualized instruction and a variety of instructional strategies that are documented in lesson plans and demonstrated in all classroom settings for students in the detention center 22 school days or more (Such strategies should address instruction that is aligned with Individual academic plans (IAPs) and individual educational plans (IEPs) and students academic levels in reading, writing, and mathematics in all content areas being taught and provide a variety and balance of targeted and appropriate teaching strategies to accommodate students learning styles (e.g., auditory, visual, kinesthetic, tactile). SATISFACTORY 5 The program offers a substantial year-round curriculum based on the Florida Course Code Directory and the FSSS. Classroom observations, interviews, and review of 11 files indicate that students receive instruction for the courses in which they are scheduled in most classes. The program ensures that all short-term students take writing, language arts, and self-advocacy classes. Students write daily in the writing class and publish their own poetry collections. The writing topics are often related to self-advocacy. During this review, students were observed reading their poems aloud in class. The language arts class has daily literary focus in addition to critical reading, grammar, reading skills, and sustained silent reading, and summary writing. The reading activities are individualized by grade level. Students' reading logs document that oral reading fluency is practiced at least weekly and their progress is monitored monthly by the assistant teacher. Interviews document that the teacher sometimes works with small groups on intensive reading skills; her lesson plans indicate that she uses Great Leaps and Sourcebook to address students' reading skills. Other curricula include Jamestown critical reading series and Science Research Associates (SRA). The program has a reading coach who assists the language arts teacher and conducts reading workshops to train teachers how to address reading throughout the curriculum. All classrooms except the math class have classroom libraries, and students are encouraged to check out books from these collections every Friday. All lesson plans identify reading strategies that teachers use. The guidance counselor develops permanent schedules for students enrolled for 22 school days. Observations and lesson plans confirm that four of the six teachers individualize lessons for long-term students according to their schedules. Various strategies for instruction were observed including direct instruction, peer tutors, small group activities, and one-on-one assistance. Student interviews and observations confirm that teachers are aware of the special needs of exceptional student education (ESE) students and implement accommodation and modifications as outlined in their IEPs. RATING JUSTIFICATION The intent of the indicator is being met. The program provides a well-rounded language arts curriculum for short-term students that includes intensive reading strategies and progress monitoring for those who have reading deficiencies. COMMENDATIONS The program offers short-term students a writing class (in addition to a language arts course). All teachers lesson plans document reading strategies used in instruction. The program should ensure that all teachers individualize instruction according to the specific courses in which students are enrolled and document these individual lessons and FSSS in their lesson plans. RECOMMENDATIONS The program should ensure that all teachers lesson plans document use of a variety of instructional strategies to accommodate students needs. Florida Department of Education, Bureau of Exceptional Education and Student Services QA Report for Marion Regional Juvenile Detention Center 7

8 INDICATOR 4: ESE and RELATED SERVICES SUPERIOR 7 The program provides educational support services to all students as needed, including: 4.1 Documenting the initiation of the exceptional student education (ESE) process 4.2 Completing the ESE process: Reviewing current individual educational plans (IEPs) and determining whether the IEP is appropriate The transition manager requests records, and the school district Student Services Evaluation Team (SSET) helps obtain records from other school districts. Teachers are informed when a student with disabilities enrolls, and the initiation of the ESE process is documented in all ESE files reviewed. The SSET reviews ESE students' records and IEPs determine whether the placement is appropriate. The SSET inputs students' records into the MIS for future reference (upon re-entry). The ESE specialist reviews students' current IEPs to determine whether the services are appropriate. Convening an IEP meeting as soon as possible when the IEP services are not appropriate to meet the students goals and objectives as written Soliciting and documenting participation from parents in ESE staffings and IEP development; mailing copies of IEPs to parents when they do not attend the meetings Completing transition statements/transition plans in IEPs that address career plans for special education students who are 14 years or older Providing an educational representative acting as the local educational agency (LEA) representative who is knowledgeable of the educational resources within the local school district; ensuring that the LEA meets the requirements under Section of Title 34 of the Code of Federal Regulations and Rule 6A , FAC, for an LEA representative and is an employee of the school district or has documented authorization by the school district to act as the LEA representative The ESE specialist convenes IEP staffings within three weeks of receiving students' records and sends two letters inviting parents to the meetings if the IAP is not appropriate as written. All six ESE files reviewed document that the guidance counselor sends two letters inviting parents to the IEP meetings. Four of six files reviewed document that the parents participated in the IAP meetings via conference calls. IEPs reviewed document that the program mails IEPs to parents who do not attend the meetings. Transition statements and plans are written for students who are 14 years or older as appropriate. All ESE files reviewed document that the ESE specialist, who is an employee of the school district, attends IEP staffings as the local education agency (LEA) representative. 4.3 Implementing ESE and related services that are outlined in students IEPs 4.4 Providing English for speakers of other languages (ESOL), Section 504, gifted, educational psychological services, and mental and physical health services as outlined in the students plans (i.e., 504, educational plans (EPs), and limited English proficiency (LEP) plans) The ESE specialist consults monthly with teachers and students concerning their IEP goals; through these consultations she learns whether accommodations are provided as appropriate. She maintains a consultation log to document her meetings with students. Currently, the program's ESE teacher serves special diploma students through support facilitation. Additionally, two classroom teachers have ESE teacher certification. The school district provides speech and language, ESOL, Section 504, gifted, and educational psychology services as needed. The program provides mental and physical health services and substance abuse services to students. Florida Department of Education, Bureau of Exceptional Education and Student Services QA Report for Marion Regional Juvenile Detention Center 8

9 The intent of the indicator is being exceeded. The ESE specialist consults with students monthly regarding their IEP goals and accommodations provided. Additionally, the ESE-certified guidance counselor, two classroom teachers who have ESE RATING JUSTIFICATION certification, and an ESE support facilitator provide exceptional services that ensure that all students have equal access to educational opportunities regardless of their functional abilities or disabilities. COMMENDATIONS See above comments. RECOMMENDATIONS None INDICATOR 5: COLLABORATION SUPERIOR 8 The program facilitates collaboration to provide: 5.1 A minimum of 300 minutes of daily instruction or its weekly equivalent 5.2 Demonstrated and documented communication among school district administrators, facility administrators, facility staff, and school personnel on a regularly scheduled basis The program provides over 300 minutes of daily instruction as documented by the daily schedule. The three minutes allotted for transition between classrooms is sufficient. Course work is provided to students who are in confinement. The program documents weekly leadership meetings, treatment team executive management meetings, facility management meetings; Department of Juvenile Justice (DJJ) staffings are held every two weeks. The education counselor attends the DJJ Staffings and sends bimonthly memos to the educational staff about the discussions and decisions. The assistant superintendent meets with the facility and education staff quarterly. 5.3 Varied community involvement that is solicited, documented, and focused on educational and transition activities 5.4 Classroom behavioral management procedures that are followed by educational personnel and facility staff, are understood by all students, and include consistent use of reinforcement for positive student behavior The program has business partnerships with the Department of Health (DOH), the Community Counsel Against Substance Abuse, and the County Children's Alliance and also has a community advisory board. The educational program coordinator/principal attends community meetings and attends the Circuit 5 Juvenile Justice Board and counsel meetings. DOH representatives come to the facility to conduct classes that address abstinence. Community volunteers who assist in the classrooms are from the Police department and Mothers Against Drunk Drivers (MADD). Career Day speakers represented Burger King, AT&T, Howard Johnson Motels, Steven Counts Construction, Publix, and Target. A Black History Art presentation was brought to the school to celebrate Black History month. The program has a classroom behavior management plan that is followed by the staff, teachers, and students. Staff members assist teachers in maintaining an atmosphere that is conducive to learning and that adheres to the classroom behavioral expectations. Teacher rewards for cooperative behavior include Student of the Week and other awards presented in recognition ceremonies, field days, educational games, stickers, stamps, and displays of students' work. The program also rewards behavior with Friday treats and Student of the Week pizza parties. The intent of the indicator is being exceeded. The facility and the educational program staff meet a minimum of three times a RATING JUSTIFICATION week to enhance collaboration. Additionally, the involvement of the educational program coordinator/principal in numerous community groups promotes awareness in and assistance to the program. COMMENDATIONS See above comments. RECOMMENDATIONS None Florida Department of Education, Bureau of Exceptional Education and Student Services QA Report for Marion Regional Juvenile Detention Center 9

10 INDICATOR 6: EDUCATIONAL PERSONNEL QUALIFICATIONS SUPERIOR 7 All instructional personnel: 6.1 In core academic areas have professional or temporary Florida teaching certification, a valid statement of eligibility, or proof of accepted application for teaching certification All four core academic teachers have professional certification in multiple areas and teach in their subject areas. The computer lab instructor also has professional certification in multiple areas. 6.2 In noncore academic areas (including social, employability, and career education courses) have teaching certification or be approved to teach through the school board policy for the use of noncertified instructional personnel based on documented expert knowledge or skill The career education teacher and the physical education (P.E.) teacher have professional certification. The intent of the indicator is being exceeded. All of the program's teachers are highly qualified and teach in their fields. RATING JUSTIFICATION Additionally, all of the teachers are certified in multiple areas and contribute to the program in many areas including exceptional student education (ESE), English for speakers of other languages (ESOL), and guidance. COMMENDATIONS See above comments. RECOMMENDATIONS None INDICATOR 7: PROFESSIONAL DEVELOPMENT and TEACHER RETENTION SUPERIOR 7 All instructional personnel: 7.1 Have and use written professional development plans that incorporate school improvement plan (SIP) initiatives and participate in a beginning teacher program, when appropriate to foster professional growth 7.2 Receive continual annual professional development training or continuing education (including college course work) based on educational program needs, actual instructional assignments, professional development plans and/or annual teacher evaluations, and quality assurance (QA) review findings (Professional development training must be from a variety of sources on such topics as instructional techniques, reading and literacy skills development, content-related skills and knowledge, working with delinquent and at-risk youths, and ESE and English for speakers of other languages (ESOL) programs.) The educational administration: 7.3 Has strategies in place to recruit and retain highly qualified instructional personnel All teachers have professional development plans that are designed to foster professional growth and are aligned with the SIP. There is a beginning teacher program for new teachers, but all current instructors are veteran teachers. School district records and program sign-in sheets document that all teachers receive continuous professional development training from the facility and the school district on various topics relating to their personal and professional growth throughout the year. Training topics include ESE policies and procedures, instructional awareness, educational technology, and assessment/data analysis. In addition to school district and Department of Juvenile Justice (DJJ) trainings, some teachers enrolled in online courses to add certification areas. Additionally, the reading coach conducts workshops for the program to assist teachers in teaching reading across the curriculum. The program recruits new teachers online and advertises throughout the school district. Incentives to retain teachers include training, school district pay scale for 196 days, and the option to work only half the summer. Five of the six teachers have been at the program for more than three years; two have been teaching at the program seven years. Florida Department of Education, Bureau of Exceptional Education and Student Services QA Report for Marion Regional Juvenile Detention Center 10

11 The intent of the indicator is being exceeded. The long tenure of the program's current teachers enhances the quality of RATING JUSTIFICATION education provided to the students and enables the educational program to operate smoothly. COMMENDATIONS See above comments. RECOMMENDATIONS None INDICATOR 8: LEARNING ENVIRONMENT and RESOURCES SUPERIOR 7 The program s educational environment and resources include: 8.1 An adequate number of instructional personnel and educational support personnel 8.2 Instructional materials that are appropriate to students ages and ability levels, including a variety of diverse instructional texts for core content areas and high-interest leisure reading materials available to students (including fiction and nonfiction materials that address the characteristics and interests of adolescent readers) 8.3 Educational supplies, media materials, equipment, and technology for use by instructional personnel and students 8.4 An environment that is conducive to learning The program has six teachers, at least one facility staff for each classroom, a reading assistant, a full-time substitute, a librarian, a reading coach, a curriculum director, and a lead educator who does not have teaching assignments. The volunteers log and sign-in sheets document that volunteer tutors from the community also help in the classrooms. The current student-to-teacher ratio is 9:1. Each classroom has ample instructional materials appropriate for students' ages and abilities including a variety of instructional texts. Additionally, the program has a library and classroom libraries which students say contain high-interest reading materials. All classrooms have computers, but teacher interviews indicate that they are not all operable and there is a need for additional computer training. During this review, computers were being utilized for social studies instruction. All classrooms have TVs/VCRs/DVDs, overhead projectors, and computers for teacher use. The program also has a computer lab with a computer 19 computers used for math and reading remediation, career exploration, and testing. The program has large classrooms that are clean and well lit. Motivational materials are on the walls, teachers are supportive, and students are well behaved. 8.5 Access to the Florida Virtual School for instructional purposes when appropriate The program provides students access to Florida Virtual School as appropriate. The intent of the indicator is being exceeded. The program has a cadre of educational support that includes a librarian, classroom volunteers, a curriculum director, and an involved reading coach who promotes reading across the curriculum. RATING JUSTIFICATION These provide extended services to students. Additionally, there is program wide dedication to training teachers to implement reading strategies in their lesson plans and instruction in all subject areas. COMMENDATIONS See above comments. The program should ensure that teachers receive technological support and have computers in the classrooms that are RECOMMENDATIONS operable. Florida Department of Education, Bureau of Exceptional Education and Student Services QA Report for Marion Regional Juvenile Detention Center 11

12 INDICATOR 9: SCHOOL DISTRICT MONITORING, ACCOUNTABILITY, & EVALUATION SUPERIOR 7 The school district ensures that: 9.1 The program submits all self-report information to Juvenile Justice Educational Enhancement Program (JJEEP) offices in a timely manner 9.2 The program is assigned an individual school number and accurately reports all management information system (MIS) data (grades, credits, student progression, certificates, entry and withdrawal dates, valid withdrawal codes, entry/exit assessment scores, and diplomas earned) 9.3 Accurate attendance records document daily student attendance and are maintained in the MIS 9.4 There is a current and approved (by the Department of Education [DOE] and the Department of Juvenile Justice [DJJ]) cooperative agreement with DJJ and a contract with the educational provider when educational services are not operated by the school district; the terms of the contract and/or the cooperative agreement are being followed 9.5 The contract manager or designee documents provision of appropriate oversight and assistance to the educational program 9.6 The contract manager or designee monitors and documents quarterly the expenditures of all state and federal educational funds provided through the school district 9.7 The contract manager or designee conducts and documents annual evaluations of the program s educational component The program submitted self-report information to the JJEEP offices in a timely manner. The program has an individual school number, and the transition manager inputs all program information accurately into the MIS as verified in all current and closed files reviewed. The transition manager inputs students' attendance into the MIS daily. There is a current cooperative agreement between the school district and the DJJ, and the terms of the agreement are being met. The educational program coordinator/principal attends leadership meetings at the facility every week. Teacher interviews confirm that he conducts walk-throughs and formal/informal evaluations of the educational staff. The school district also provides a reading coach, a curriculum director, exceptional student education (ESE) support personnel, teacher incentives, and various professional development opportunities for the educational staff. In addition, the principal actively participates in numerous community organizations through which he obtains support and maintains good public relations for the program. The program's expenditures are monitored by the school district finance department. The educational program coordinator/principal documents annual evaluations of the educational program through teacher evaluations, a mock quality assurance (QA) review, and implementation of the school improvement plan. The intent of the indicator is being exceeded. The school district provides qualified support personnel who contribute to creating an environment that is conducive to learning. Additionally, teacher support and incentives prove successful in RATING JUSTIFICATION promoting teacher retention, and the educational program coordinator/principal garners resources for the program through his involvement in several community organizations. COMMENDATIONS See above comments. RECOMMENDATIONS None OTHER FINDINGS None ADDITIONAL RECOMMENDATIONS None Florida Department of Education, Bureau of Exceptional Education and Student Services QA Report for Marion Regional Juvenile Detention Center 12

13 Florida Department of Education, Bureau of Exceptional Education and Student Services QA Report for Marion Regional Juvenile Detention Center 13