Findings from project rise Project RISE WHAT ARE DISENGAGED STUDENTS Disengaged students are students who have lost interest in academic learning due to emotional or environmental issues and are at higher risk of dropping out of formal education ID: 760041
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Working with Disengaged Students: Findings from project rise
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WHAT ARE “DISENGAGED STUDENTS?”Disengaged students are students who have lost interest in academic learning due to emotional or environmental issues, and are at higher risk of dropping out of formal education. The four main indicators that characterize a disengaged student are: Little or no interest in what is being taughtMay have unresolved academic, behavioral or mental health issuesDaydreaming or on other topics during direct instructionFailure to see the value in the material being taught
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FACTORS THAT LEAD TO STUDENT DISENGAGEMENT:Deficiency in basic literacy and numeracy skillsConsistently at-risk of disconnecting from school DisabilityLow-income familyPast, present, or chronic homelessnessFoster care or transitioning out of foster carePregnancy or parentingCriminal recordCourt involvementGang involvementSubstance abuse
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DISENGAGED STUDENTS ARE MORE LIKELY TO:drop out of school and never returnbe unemployed or underemployed their entire liveshave an over-reliance on social welfare systemsenter the criminal justice system
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FOUR ESSENTIAL INGREDIENTS NECESSARY TO IMPROVE STUDENT ENGAGEMENT ClimateRelationships Instruction/Role of the Teacher Collaboration
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1. Climate:Address issues with the student in person Clarify the student perceptions of the problemTalk openly with students about why they have become disengagedDevelop steps to help alter their negative perceptions and prevent others from developing such perceptionsCreate a climate of assistance rather than resistance
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2. Relationship:Create a sense of trust and open communicationProviding consistent support and directionMaximize the student’s sense of competence, self-determination, and self sufficiencyProvide opportunities for meaningful application of learned materialProvide continuous information on learning and performance in ways that highlight accomplishmentsProvide opportunities for students to pursue additional, self-directed learning Arrange for additional support and direction
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3. Instruction/Role of the TeacherAdapt teaching approaches so the student views the teacher as supportive rather than controlling and indifferentBe proactiveCatch them being goodBe actively involved in transition planningBe resourcefulEngage the family or stakeholders when possibleEncourage positive choices and relationshipsCreate an environment allowing students to perceive content, outcomes, and activities as personally valuable and attainable Reframe content and processes to clarify purpose in terms of real life needs and experiences
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4. Collaboration:Develop a relationship with the student and the members of their transition team or other involved stakeholdersIncrease the youth’s input in the educational processEngage family, community and social service organizationsEnsure all parties involved with this youth have similar goalsDevelop a comprehensive network of support for the youthCreate sustainable transition plans and community relationships
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THE “30 DAY RULE” for ENGAGEMENT of JJ YOUTH
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WHAT IS PROJECT RISE ?(Reentry Intervention and Support for Engagement)OSEP Model Demonstration Grant (funded 2 transition staff)Focus:Improve special education and related services to youth with disabilities while in custody, upon release, and during reentry.Reduce recidivismIncrease engagement/positive outcomesIndividual Goals:Improve educational and vocational programming to align with IEP/ITPDevelop a transition portfolioProvide individualized aftercare and community supports for youth with disabilities. System Goals:To establish a seamless transfer of educational records and services.To increase interagency linkages and communicationTo establish a youth tracking system.
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LESSONS LEARNED FROM PROJECT RISE Lesson 1: Interagency collaboration and coordination services are essential in overcoming structural and procedural barriers that hinder youth with disabilities in making the transition from the juvenile justice facility to school and community.Lesson 2: Transition planning prior to school and community reentry provides the basis not only for addressing youths’ educational needs, but also for other life needs, such as safe and supportive living arrangements, health care, drug and alcohol treatment, and other after-care services.Lesson 3: Outreach and engagement with families prior to and during the reentry process is essential.
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Lesson 4: Incorporating strategies to increase youth’s social and self-determination skills contributes to their reentry, and school and community adjustment.Lesson 5: The effects of trauma on incarcerated youth make obvious the need for cohesive counseling and mental health support.Lesson 6: School and juvenile justice personnel need training on the services and practices they should make available in supporting youths’ successful reentry.Lesson 7: Developing a positive and trusting relationship between the youth and at least one caring adult is important in promoting youth engagement with school.Lesson 8: Providing follow-up support to youth after their reentry to establish positive and lasting connections with school, family, and community is critical.
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Lesson 9: When youth have a voice in transition planning and goal setting they are more likely to experience reentry success.Lesson 10: Reliable national and state data on recidivism of youth in the juvenile justice system is needed to guide future research and interventions.
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TIPS FOR REINTEGRATING JUVENILE JUSTICE INVOLVED YOUTH INTO PUBLIC SCHOOL SETTINGSDevelop an awareness of the Juvenile Justice systemOffer the student a fresh start by not prejudging them based on their historyDevelop a relationship with the student and members of their Transition Team and community stakeholdersEncourage youth to utilize pro-social coping skillsEnsure that you are aware of the information on their IEP, ITP and previously earned creditsEnsure a timely transfer of educational records Allow credit recovery opportunities within the traditional school settingTake opportunities to highlight positive behaviorsPartner new students with a peer mentorProvide evidence based strategies and supports
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RESOURCES:Sarup Mathur sarup.mathur@asu.edu James Short james.t.short@asu.edu Heather Griller Clark hgriller@asu.edu Leslie LaCroix leslie.lacroix@asu.edu What Works Clearinghouse http://whatworks.ed.govU.S. Department of Education. (2014). Dear colleague letter on correctional education. Retrieved from https://www2.ed.gov/policy/gen/guid/correctional-education/idea-letter.pdfMathur, S. R., Griller Clark, H., LaCroix, L., & Short, J. (2017). Research-based practices for reintegrating students with emotional and behavioral disorders from the juvenile justice system. Beyond Behavior. doi: 10.1177/1074295617728508Mathur, S. R., & Griller Clark, H. (2014). Community engagement for reentry success of youth from juvenile justice: Challenges and opportunities. Education and Treatment of Children, 37,713–734.