The boys who were interviewed reported that classes

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The boys who were interviewed reported that classes often start late and end early. During designated class time, boys were observed lounging about either watching TV or playing cards. Several boys complained that they did not feel challenged, “we just basically play games.” They expressed that school for students in the general population was better and more challenging. One teacher reported that certain classes scheduled on Tuesday and Thursday were only 20 minutes long. The teacher expressed frustration with so short a class period citing the time inevitably taken up by managing behavior issues instead of teaching. Youth in Building 2 also complained that they had no vocational opportunities by virtue of their being on that particular unit. Within the new educational schedule some of the building 2 populations must be “integrated” into the school building for certain blocks of time each day. Some boys go to the educational building for 2-3 periods a day, either in the morning or the afternoon, depending on the schedule. However, the boys from Building 2 are not actually integrated with the general population. When they go to the educational building, Building 2 boys go only to the library to have class, or obtain books. They are not actually mixed into the population with other classes. Participation in visit to the educational building is based on the boys’ behavior and staffing availability. This does not happen for every youth or every day. G . STUDENTS WITHOUT SPECIAL EDUCATIONAL NEEDS ARE OFTEN OVERLOOKED . Students whose academic performance is average or above average get little to no attention at the CJTS School. One teacher reported assigning some of the more skilled students to work with those who needed additional help. There were no special programs described as being for the more advanced students. Of the education staff interviewed for this report, none reported any focused effort to support youth who have the potential for high school graduation or post secondary education. H . ENVIRONMENT , SETTING AND ATMOSPHERE During the course of the investigation, several staff members expressed concern regarding the difficulty in implementing an education and treatment-oriented program in a facility that looks and feels like a prison. Some staff suggested that 69
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the facility was not designed to implement the educational program or accommodate the number of students planned. One staff person noted that the Ohio facility, upon which CJTS was modeled, was designed for older individuals and did not have a school. That person referred to the school as “an afterthought” to the CJTS design. School staff reported that the school building would not accommodate the expected CJTS population at full census. Office space and private consultation space are already inadequate. For example nine pupil services staff share five offices, and there is no space for clinical staff to meet with students privately at the school.
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  • Spring '16
  • Mark Snow

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Christopher Reinemann
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