Standards for private organizations

2020 Edition

Juvenile Justice Day Services (JJD) 8: Education Services

The organization provides or arranges for youth to receive education services and supports that help them catch up in school and advance to the highest possible level of academic achievement.


Organizations that do not provide educational services on-site should coordinate with community-based providers to meet the educational needs of youth. When organizations do not directly provide or arrange education services, case records should indicate that education plans are integrated into service plans and document advocacy for areas of unmet educational need.
NA The organization provides services in the after-school or evening hours, only.
2020 Edition




Juvenile Justice Day Services promote public safety and reduce the need for out-of-home placements by allowing youth to reside in their communities while they address problems and develop the attitudes and skills needed to make responsible choices, avoid negative behaviors, and become productive, connected, and law-abiding members of their communities.
All elements or requirements outlined in the standard are evident in practice, as indicated by full implementation of the practices outlined in the Practice Standards.
Practices are basically sound but there is room for improvement, as noted in the ratings for the Practice Standards; e.g.,
  • Minor inconsistencies and not yet fully developed practices are noted; however, these do not significantly impact service quality; or
  • Procedures need strengthening; or
  • With few exceptions, procedures are understood by staff and are being used; or
  • For the most part, established timeframes are met; or
  • Proper documentation is the norm and any issues with individual staff members are being addressed through performance evaluations and training; or
  • Active client participation occurs to a considerable extent.
Practice requires significant improvement, as noted in the ratings for the Practice Standards. Service quality or program functioning may be compromised; e.g.,
  • Procedures and/or case record documentation need significant strengthening; or
  • Procedures are not well-understood or used appropriately; or
  • Timeframes are often missed; or
  • Several client records are missing important information; or
  • Client participation is inconsistent. 
Implementation of the standard is minimal or there is no evidence of implementation at all, as noted in the ratings for the Practice Standards; e.g.,
  • No written procedures, or procedures are clearly inadequate or not being used; or 
  • Documentation is routinely incomplete and/or missing.      
Self-Study EvidenceOn-Site EvidenceOn-Site Activities
  • Procedures for developing and/or integrating education plans
  • Procedures for coordinating education services with community-based providers, if applicable
  • Proof of certification, accreditation, or registration, as applicable
  • Interviews may include:
    1. Program director
    2. Relevant personnel
    3. Youth served and their families
  • Review case records


JJD 8.01

Youth are enrolled in an appropriate education program on-site or in the community that is approved, certified, accredited, registered, or operated by or in conjuntion with the local school district.


JJD 8.02

A comprehensive, coordinated education plan is developed for each youth, and integrated into the service plan.


If the organization does not participate in the development of the education plan it is still responsible for integrating the education plan into the service plan.  

When youth are eligible for special education services, individualized education programs (IEPs) should be developed to address youths’ needs.


JJD 8.03

The educational program incorporates effective instructional practices, quality curriculum design, and educational tools and supports for diverse learning needs.


JJD 8.04

The organization provides or arranges, as needed:
  1. tutoring;
  2. preparation for a high school equivalency diploma;
  3. college preparation;
  4. parent-teacher meetings; and
  5. advocacy and support.