Staff Capacity Building

Youth with Disabilities in Juvenile Corrections 

(Part 1):

Improving Instruction

Learning Objectives:

• Understand some differences between teaching in a juvenile corrections setting and teaching in a public school setting

• Identify some of the instructional and behavioral challenges that youth in juvenile corrections facilities often experience

• Recognize the importance of using a positive behavioral approach

• List the components of a comprehensive behavior management plan

• Recognize key practices that lay the foundation for effective instruction

• Identify effective instructional practices for youth in juvenile corrections facilities

Youth with Disabilities in Juvenile Corrections 

(Part 2):

Transition and Reentry to School and Community

Learning Objectives:

• Learn about the transition process for incarcerated youth returning to the community

• Recognize the evolving nature of transition planning

• Identify research-based practices that improve transition outcomes for these youth

• Recognize key activities that lay the foundation for effective transition

• Learn about emerging findings regarding successful transition outcomes for incarcerated youth

Evidence Based Practices (Part 1): Identifying and Selecting a Practice or Program

Learning Objectives:

• Understand what an evidence-based practice or program is

• Be able to identify and use trustworthy sources to find EBPs

• Know how to match a practice or program to your resources and student needs

• Understand how to evaluate the research on a practice or program to decide whether the evidence supports its use

Evidence-Based Practices (Part 2): Implementing a Practice or Program with Fidelity

Learning Objective:

• Understand the importance of implementing an evidence-based practice or program with fidelity

• Be familiar with the key components required to achieve fidelity of implementation

• Recognize the importance of gathering and organizing the resources necessary for implementation

• Be aware of the risks of making adaptations to evidence-based practices and understand which adaptations pose less risk

Evidence Based Practices (Part 3): Evaluating Learner Outcomes and Fidelity

Learning Objective:

• Be able to monitor and evaluate child or student progress

• Understand how to monitor and evaluate fidelity of implementation

• Know how to examine the relation between student outcomes and fidelity of implementation to make decisions regarding an evidence-based practice or program

Universal Design for Learning (UDL): 

Designing Learning Experiences that Engage and Challenge All Students

• Recognize the value of addressing learner variability

• Understand the importance of facilitating learner agency

• Understand that barriers live in the design of instruction, not in students

• Be familiar with the principles of Universal Design for Learning (UDL)

• Be able to apply the UDL principles to the components of instruction

• Recognize that applying the UDL framework is an iterative process

Accomodations: Instructional and Testing Supports for Students with Disabilities

• Distinguish accommodations from modifications and instructional strategies/interventions

• Describe how instructional and testing accommodations help students with disabilities gain access to the general education curriculum and to assessments

• Understand the responsibilities of the IEP team, including the role of teachers, for making accommodation decisions for students with disabilities

• Select appropriate accommodations that address barriers presented by a student’s disabilities and take into account her or his learning goals

• Identify how teachers can ensure that students receive the greatest (maximum) benefit from accommodations

• Use objective data to determine an accommodation’s effectiveness