6A-6.05281: Educational Programs for Youth in Department of Juvenile Justice Detention, Commitment, Day Treatment, or Early Delinquency Intervention Programs
PURPOSE AND EFFECT: The purpose of this rule development is to revise the rule that addresses educational programs for youth in Department of Juvenile Justice detention, commitment, day treatment, or early delinquency intervention programs. The effect will be a rule that addresses curricular flexibility for youth within these programs.
SUBJECT AREA TO BE ADDRESSED: Develop curricular flexibility options without compromising students’ educational needs.
SPECIFIC AUTHORITY: 1003.51, 1003.52 FS.
LAW IMPLEMENTED: 1003.51, 1003.52 FS.
IF REQUESTED IN WRITING AND NOT DEEMED UNNECESSARY BY THE AGENCY HEAD, A RULE DEVELOPMENT WORKSHOP WILL BE NOTICED IN THE NEXT AVAILABLE FLORIDA ADMINISTRATIVE WEEKLY.
THE PERSON TO BE CONTACTED REGARDING THE PROPOSED RULE DEVELOPMENT AND A COPY OF THE PRELIMINARY DRAFT, IF AVAILABLE, IS: Ms. Bambi Lockman, Chief, Bureau of Exceptional Education and Student Services, 325 West Gaines Street, Suite 614, Tallahassee, FL 32399. To request a rule development workshop, please contact: Lynn Abbott, Agency Clerk, Department of Education, (850)245-9661 or e-mail lynn.abbott@fldoe.org or go to https://app1.fldoe.org/rules/default.aspx
THE PRELIMINARY TEXT OF THE PROPOSED RULE DEVELOPMENT IS:
6A-6.05281 Educational Programs for Youth in Department of Juvenile Justice Detention, Commitment, or Day Treatment, or Early Delinquency Intervention Programs.
School districts must provide instruction to prepare all students to demonstrate proficiency in the skills necessary for successful grade-to-grade progression and high school graduation. For students placed in Department of Juvenile Justice (DJJ) programs, collaboration between the DJJ, the Department of Education, school districts, and private providers is essential in order for these students to attain this goal and become productive members of the community.
(1) Student Eligibility.
(a) Students who do not attend a local public school due to their placement in a DJJ detention, commitment, or day treatment, or early delinquency intervention program shall be provided high quality and effective educational programs by the local school district in which the DJJ facility is located or by a Juvenile Justice provider through a contract with the local school district.
(b) through (d) No change.
(2) Student Records.
(a) Content. Each school district shall maintain educational records for students in DJJ programs as required by Section 1003.25, F.S. The content of these records shall be as defined in subsections 6A-1.0955(2)-(5) and 6A-1.0014(2), F.A.C., Section 1003.51, F.S., and paragraph (5)(d) of this rule.
(b) Transfer of Educational Records. Each school district shall transfer records of students entering or exiting DJJ programs as provided in paragraph 6A-1.0955(7)(b) and subsection 6A-1.0014(2), F.A.C. Beginning with the 2000-2001 school year, Eeach school district shall provide these students’ educational records no later than five (5) school days after the receipt of the request. Each school district shall make available a copy of the student’s transcript record, including pertinent exceptional student education information, to designated DJJ staff for inclusion in the DJJ file when the student exits the program. DJJ staff shall provide this information to the receiving school district.
(c) No change.
(3) Student Assessment.
(a) To ensure high quality and effective educational programs for youth in DJJ detention, commitment, or day treatment, or early delinquency intervention programs, the school district shall provide for the review of the student’s educational records and conduct assessments, consistent with the requirements of this subsection, in order to identify the students’ functioning levels, provide appropriate educational programs, and report the learning gains of the student.
(b) All students in DJJ commitment, or day treatment, or early delinquency intervention programs, who have not graduated from school, shall be assessed within ten (10) school days of the student’s commitment. The entry assessments shall include:
1. Academic measures that provide proficiency levels in:
a. Reading,
b. Mathematics,
c. Writing.
2. Vocational interest and/or aptitude measures.
(c) For the students referenced in paragraph (3)(b) of this rule, exit assessments shall include, at a minimum, the academic measures.
(d) Students placed in a detention center shall be assessed within ten (10) school days only upon entry for academic measures.
(e) No change.
(f) All students in DJJ detention, commitment, or day treatment, or early delinquency intervention programs shall also participate in the state and district-wide assessments required by Sections 1008.22, 1008.25, 1003.43, and 1003.438, F.S.
(g) The results of the academic measures, as required by paragraphs (3)(b)-(d) of this rule shall be reported in the format prescribed by Rule 6A-1.0014, F.A.C., to the Department of Education via the Automated Student Data System. The format for the reporting of the results of the academic measures shall include at a minimum standard scores for each academic area assessed.
(h) Beginning in the 2000-2001 school year, Tthe Department of Education shall include the results of these assessments in applicable statewide and school reports.
(4) Individual Academic Plans.
(a) An individual plan for educational progress shall be developed within twenty-two (22) school calendar days of student entry to DJJ detention programs and within fifteen (15) school days of entry to DJJ commitment, or day treatment, or early delinquency intervention programs. This plan shall be based upon the student’s entry assessments and past educational history and must address the areas of academic, literacy, and life skills. The plan shall include:
1. Specific and individualized long-term goals and short-term instructional academic and career vocational/technical objectives;
2. Remedial strategies and/or tutorial instruction;
3. Evaluation procedures;
4. A schedule for determining progress toward meeting the goals and instructional and career vocational/technical objectives.
(b) Progress monitoring plans, required by Section 1008.25, F.S., or individual educational plans (IEPs) developed for eligible exceptional students, 504 plans developed for eligible students with disabilities, or individual plans developed for limited English proficient students may incorporate the requirements of subsections (4) and (5) of this rule.
(5) Transition Services.
(a) For all students in DJJ commitment, or day treatment, or early delinquency intervention programs, an individual transition plan based on the student’s post-placement goals shall be developed cooperatively with the student, his/her parents, school district and/or contracted provider personnel and DJJ program staff. Re-entry counselors, probation officers, and personnel from the student’s “home” school district shall be involved in the transition planning to the extent practicable.
(b) through (c) No change.
(d) Exit portfolios shall be created for each student prior to exit from a commitment, or day treatment, or early delinquency intervention program and provided to the program personnel DJJ personnel for inclusion in the youth’s individual record DJJ file. DJJ shall provide Tthis information shall be provided to the home school district. The exit portfolio shall include the records required by Sections 1003.51, F.S., and include at a minimum:
1. Transition plan;
2. Results of district and state-wide assessments;
3. Individual academic plan, 504 plan, and/or individual educational plan for exceptional students;
4. Academic record or transcript; and
5. Work and/or project samples.
(6) Instructional Program and Academic Expectations.
(a) School Day and Year. The instructional program shall consist of 250 days of instruction, or its hourly (1200) equivalent, of which ten (10) days for residential or twenty (20) days for day treatment of which may be used for teacher training/planning, distributed over twelve (12) months as required by Section 1003.01(11), F.S. Each school district shall collaborate with private providers and the DJJ, as appropriate, to develop a school calendar for these programs to be adopted by the local school board.
(b) Requirements. DJJ schools shall have the flexibility in student scheduling to meet the basic academic and career needs of the student. The instructional program shall meet the requirements of Sections 1003.42, 1003.43, 1003.438, 1003.52, 1008.23, and 1008.25, F.S., and include:
1. Curricular offerings, consistent with the Florida Course Code Directory and Instructional Personnel Assignments as adopted in Rule 6A-1.09441, F.A.C., that reflect the students’ assessed educational and transition needs and meet the students’ needs as identified by the individual plan as required by paragraph (4)(a) of this rule. All students shall receive a curriculum to address their individual, academic, career, and transition needs. Students shall receive career vocational/technical training, workplace readiness training, or career awareness and exploration instruction while in the juvenile justice program.
2. GED preparation shall meet GED course requirements specified in Rules 6A-6.0571 and 6A-6.021, F.A.C., and adult education course descriptions and/or the school district’s approved GED/HSCT Exit Option must meet the requirements specified by the Department of Education.
3. Instructional Tutorial activities that are based on the students’ assessed academic needs. Such activities shall be designed to assist students in advancing to their age appropriate grade level or to assist students in meeting their goals for reentry into the public school system, alternative schools, adult education, career vocational/technical education, employment, or post secondary education.
4. Instruction shall be individualized to address the academic and career vocational/technical goals and objectives that are outlined in each student’s individual academic plan.
5. Instruction shall be delivered through a variety of instructional techniques to address students’ academic levels and learning styles, including competency based programs and access to the Florida Virtual School as required in Section 1003.52(4), F.S.
(7) through (8)(a)2. No change.
3. Certain interruptions to the education program, over which the teacher and student have no control, do not have to be deducted from the direct instructional time reported for FTE. These include:
a. Disaster Fire drills;
b. Lockdowns of the classroom or program for security purposes;
c. Bomb scares;
d. Court hearings; and
e. Meetings students have with law enforcement personnel during school hours.
(8)(a)4. through (c) No change.
(9) Contracts with Private Providers.
(a) School districts may provide services directly or may enter into a contract with a private provider to provide educational services to these youth. Beginning in 2000-2001, Ssuch contracts with private providers shall address the responsibilities of the school district and the private provider for implementing the requirements of this rule. The private provider shall have, at a minimum:
1. through 2. No change.
(b) Prior to contracting with a private provider, the school district shall:
1. Review and consider the provider’s past performance history, including the results of prior Quality Assurance Reviews.
2. Review the private provider’s contract, if any, with DJJ for the care and custody of the youth in the commitment, detention, or day treatment, or early delinquency intervention program to ensure that services and resources are coordinated and not duplicative.
(c) Contracts with private providers, as described above, shall be submitted to the Department of Education prior to the October FTE Reporting Survey for review to verify compliance with this rule.
(d) The provider(s) of career education workforce development programs in the district in which the DJJ facility is located shall be responsible for notifying the DJJ program of the requirements for enrollment and completion of these programs. The inclusion of DJJ students in the school district’s career education workforce development program may be included in the contract referenced above and the cooperative agreement required by Section 1003.52, F.S.
(10) Interventions and Sanctions.
(a) If the educational program in a DJJ detention, commitment, or day treatment, or early delinquency intervention program has received an unsatisfactory rating on the educational component of the Quality Assurance Review, does not meet the minimum standards requirements for a designated priority indicator of the Educational Quality Assurance Review, or has demonstrated noncompliance with state and federal requirements, the Department of Education shall initiate a series of interventions and graduated sanctions. Sanctions shall be initiated against programs that have not taken appropriate corrective actions within six months.
(b) through (11) No change.
Rulemaking Specific Authority 1003.51 FS. Law Implemented 1003.51, 1003.52 FS. History–New 4-16-00, Amended 5-19-08,________.