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National Evaluation and Technical Assistance Center for the Education of Children and Youth Who Are Neglected, Delinquent, or At-RiskCollaboration Between Correctional and Public School Systems Serving Juvenile Offenders: A Case Study
Kimberly L. Hellriegel and James R. Yates
Hellriegel and Yales look at the extent to which collaborative interagency relationships exist and function between public schools and correctional facilities. This article examines responses obtained from surveys, interviews, and available data in a case study. The authors identify the following general areas as current limitations to successful interagency collaboration to provide needed programs and services to juvenile offenders.
- Collaborations and communication
- Cross-agency knowledge
- Transition
- Parental involvement
- Correctional facility educational programming
- Special education programming
The study offers several recommendations to reduce the extent to which these limitations interfere with effective interagency collaboration. These include aligning curriculum across correctional facilities and local schools; determining the authority and procedures necessary to ensure effective special education screening, and increasing correctional staff's knowledge of the special education process; developing a cross-agency structured transition planning process, including the roles of each agency; developing policies and procedures to ensure parental involvement; exploring additional strategies for accessing available resources; and developing ongoing transition opportunities to meet the needs of professional staff.
Hellriegel, Kimberly L., & Yates, James R. (1999). Collaboration between correctional and public school systems serving juvenile offenders: A case study. Education and Treatment of Children. 22 (1), 51-83.