Merging Two Worlds: A Transition/Career Planning Curriculum for Youth in the Justice System

1
Merging Two Worlds A Transition/Career
Planning Curriculum for Youth in the Justice
System

• Dorothy (Dottie) Wodraska
• Correctional Education Specialist
• Director, Federal Education Grants Program
• Arizona Supreme Court
• Administrative Office of the Courts
• Juvenile Justice Services Division

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Arizona Secure Care Education

• Secure Care education is defined as every
  education program which exists in a county
  detention, county jail, state juvenile
  corrections, and state prison facility in the
  State of Arizona excluding Native American and
  federal facilities.
• AOC 14 county juvenile detention facilities
  (age 8-18)
• Jails 15 county jails (age 14-22)
• ADJC 5 state juvenile correction facilities
  (age 8-18)
• ADC 10 state prisons and 3 private prisons
  (age 14-22)
• TOTAL 47 facilities statewide

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Arizona Secure Care Education

• Secure Care Education must address these
  acknowledged needs
• 1) Institutional confinement programming must
  prepare youth for a successful reintegration back
  to their community.
• 2) Lessons and skills learned in secure care
  environments must be monitored and reinforced
  outside of the institution.

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Arizona Legislation

• County Detention
• Law ARS 15 - 913
• Days 225 per IGA
• Minutes Per Day 240 after 48 hours of detention
• Agency County School Superintendent Presiding
  Juvenile Judge
• Special Ed Under 18
• Regular Ed Under 18
• Records ARS 15 - 828 (f) within 5 school days
• Funding County pays and ADE reimburses county.
  20,000 base rate plus 15 a day Special Ed
  daily rate

• County Jail
• Law ARS 15 - 913.01
• Days 225
• Minutes Per Day 240
• after 48 hours of incarceration
• Agency County School Super. County Sheriff
• Special Ed Under 18 and 18-22
• Regular Ed Under 18
• Records ARS 15 - 828 (f) within 5 school days
• Funding County pays and ADE reimburses county.
  14,000 base rate plus 10.80 a day 10.50 for
  juveniles Special Ed daily rate

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Arizona Legislation Contd.

• ADJC
• Law ARS 15 - 1371
• Days 204
• Minutes 360
• Agency ADJC
• Special Ed Under 18
• Regular Ed Under 18
• Records ARS 15 - 828/141 (f) within 10 working
  days
• Funding ADM - ADE pays base level capital
  outlay revenue limit, in accordance with ARS
  15-1371.G.

• ADC
• Law ARS 15 - 1372
• Days 208/240
• Minutes 180
• Agency ADC
• Special Ed Under 18 18-22
• Regular Ed Under 18 mandatory daily
  education
• Over 18 education for 120 days to achieve 8th
  grade literacy (based on TABE scores) in all
  areas in order to earn early release credits at
  85 of sentencing.
• Records ARS 15-828 (f) within 5 school days
• Funding ADM CEF pays .67 base level plus .5
  capital outlay revenue limit, In accordance with
  ARS 15-1372.D.

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Juvenile Detention Education - Arizona

• Statewide Financial Support, supplemented by
  Federal Funds
• Shared Jurisdictional responsibility between the
  County School Superintendent and Presiding
  Juvenile Court Judge
• Coordination and Oversight by the Arizona Supreme
  Court, AOC
• 14 Juvenile Detention Schools served 12, 913
  youth in FY03
• Approximately 21 of students require Special
  Education Services

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Juvenile Detention Education - Arizona

• Fully Certified Teachers with Special Education
  endorsement preferred
• 12 Month Programming - Minimum of 225
  Instructional Days
• Average Length of Stay in Facility is 12-15 days
  Statewide
• Educational/diagnostic Screening student-focused
  educational instruction utilizing both
  individualized computer curricula and classroom
  instruction transition planning
• Curriculum correlated with Arizona Academic
  Standards

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County Jail Schools- Arizona

• Fully Certified Teachers with Special Education
  endorsement preferred
• 12 Month Programming - Minimum 225 Days
• Average Length of Stay - 67 Days
• Juveniles with felony charges remanded as adults
• Approximately 50 Return to the community
• Approximately 50 sent to prison
• 51 are special education students
• Approximately 500 inmates daily

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Jail Education Program

• SPECIAL EDUCATION
• Teacher case management
• Disability(s) accommodation
• Annual audio/vision testing
• Parental Involvement in Individual Education Plan
  (IEP)
• Supplemental Programs
• Anger Management Class
• Cognitive Restructuring Class
• Psychological Evaluation
• Transition Planning beyond jail

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Juvenile Corrections Education - Arizona

• Dr. Kathleen Karol, Education Superintendent
• Statewide Financial Support, supplemented by
  Federal Funds
• Average Length of Stay 7 months
• Average Stay on Parole 6 months
• Accredited by North Central Accreditation
• Fully Certified Teachers with Secondary and
  Special Education endorsement preferred

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Juvenile Corrections Education - Arizona

• 5 facilities statewide serving 2,076 students in
  FY 2002
• Schools Beds
• Adobe Mountain School 438
• Black Canyon School 115
  
• Catalina Mountain School 143
• Eagle Point School
  150
• Sunrise Mountain PV Center 75
• 12 Month Programming - Minimum of 204
  Instructional Days
• Approximately 30 of students require Special
  Education Services

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Adult Prisons Education - Arizona

• 13 facilities statewide serving over 28,000 in FY
  2002
• Inmates 14-24 years of age - 4,800 males - 290
  females
• 12 Month Programming - Minimum of 208
  Instructional Days
• Screen over 2,500 inmates under the age of 22
  annually for special education needs and
  eligibility
• Approximately 10 of students require Special
  Education ServicesThis is due in large part to
  the individualized nature of academic and
  vocational instruction offered by the prison
  education system
• Fully certified teachers with certifications
  ranging across all ages and areas
• Average length of stay is 34 months
• Award , on average, 1,100 GEDs annually

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Secure Care Education Committee (SCEC)

• Mission
• To advocate for excellence in secure care
  education which leads to student centered
  seamless reintegration from correctional
  facilities into community settings in order to
  reduce recidivism.
• History
• The SCEC was formed in 1998 by staff of the
  Arizona Department of Education and secure care
  educators from across the state to address the
  glaring educational needs of youth and adults in
  correctional settings.
• Accomplishments
• The SCEC has developed the Merging Two Worlds
  (MTW) Curriculum through a ADE grant-supported
  partnership with the Pima County School
  Superintendents Office, Special Programs
  Division.
• Since 1999 the SCEC has hosted four statewide
  conferences for secure care educators to receive
  training on implementation of the MTW curriculum.

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Secure Care Education Committee
Current Committee Members Dorothy Wodraska,
Chair Arizona Supreme Court, AOC Judeth Badgley
- Yuma County School Superintendent Paul Johnson
Maricopa County Accommodation School
District Jeff Johnston Arizona Department of
Juvenile Corrections Barbara Kilian Arizona
Department of Corrections Lisa Klukosky Pima
County Accommodation School District Chris
Roberts Arizona State University/EDJJ Jim
Scullary Arizona Department of Corrections Lt.
David Williams Maricopa County Sheriffs Office
Thelda Williams Maricopa County Sheriffs
Office Special Thanks and Acknowledgements
Gari Strohm and Tess Alan, Ph.D. Arizona
Department of Education/Exceptional Student
Services Kathleen Parkhurst, Ed.D. - Pinal County
School Superintendents Office Chris Nybakken,
Gayle Siegel, Debbie DAmore, Donna Williamson,
Jean Cornelli, Don Lawhead and Carole Ferlazzo
Pima County School Superintendents Office
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Local ChallengesNational Focus

• Transient student population
• Students have attended various public
  schools/charters and/or have dropped out of
  school due to lack of success.
• Records exchange for prompt provision of
  specialized instruction if a student has a
  history of special education.
• Conflicting organizational philosophies within
  agencies between security (punitive) and
  education (rehabilitative).
• Reintegration cooperative and collaborative
  relationship with the local school districts
  prior to release from a secure care facility to
  ensure continuum of services and appropriate
  placement which can reduce recidivism.
• Shortage of adequately trained personnel in the
  area of correctional education.

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Effective Reintegration/Transition Strategies

• Link between education and recidivism
• In Arizona, it costs an annual average of 4,200
  to educate a student, compared to 56,000 in ADJC
  and 32,000 in ADC to house an inmate annually.
  Reducing recidivism decreases the burden and
  expenses to taxpayers.
• Interagency collaboration
• Effective transition practices are those that are
  shared by correctional education staffs, as well
  as personnel from public schools and other
  community based programs, such as mental health
  and social services.

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Effective Reintegration/Transition Strategies
Contd.

• Team based planning/Intra-agency collaboration
• Transition services need to be developed and
  implemented by the IEP team in cooperation with
  the correctional counselors, probation/parole
  personnel and vocational instructors.
• Tracking and Monitoring
• Systematic and continuous monitoring of the youth
  through the juvenile justice system facilitates
  achieving transition goals and outcomes. The
  present secure care system is disjointed and has
  no means of following a student to determine
  outcomes.

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Promising Practices to Facilitate Successful
Reintegration/Transition

• Linkages with community, business and
  professional organizations
• Cooperative contractual agreements among local
  agencies that provide transition services need to
  be established to maintain a seamless continuum
  of care.
• Wraparound services to deliver comprehensive and
  coordinated services
• Historically, transition services for juveniles
  offenders have been fragmented, inefficient and
  disconnected. These services must be
  individualized and encompass all aspects of the
  youths life.
• Pre-release training in social skills,
  independent living and pre-employment training
• Students who receive training or support in these
  areas are more likely to succeed upon release
  from a secure care facility.
• (Correctional Education Bulletin, June
  2001)

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MTW Curriculum FocusResiliency Building Skills

• Sense of Purpose
• Inner direction
• Bases choices on internal evaluation
• Internal focus of control
• View of future
• Optimistic
• Spirituality
• Personal faith in something greater
• Perseverance
• Doesnt give up despite obstacles

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Resiliency Building Skills (contd)

• Social Competence
• Relationships
• Form relationships
• Able to be a friend, and keep close
• Humor
• Can see the funny
• Perceptive
• Insightful understanding of people and situations
• Assertive
• Clearly expresses opinions, feelings, ideas
• Understands how attitude influences others

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Resiliency Building Skills (contd)

• Problem Solving
• Flexibility
• Can adjust to change
• Can adapt to cope
• Love of Learning
• Needs to know
• Loves to find out
• Creativity
• Sees unique choices, consequences
• Individualistic
• Goal Setting
• Knows power of goals
• Decision Making
• Uses process can explain

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Resiliency Building Skills (contd)

• Autonomy
• Independence
• Health/wellness
• Adaptive distancing from unhealthy people and
  situations
• Self motivation
• Inner passion and direction
• Competence
• Is good at something
• Has skills to manage life
• Self worth
• Feeling self confident

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MTW Curriculum Organization

• Pre-Assessment Tools Structured Interview
  Individual Learning Plan Student Screening
  Report for Child Find Credit Information and
  Certificate Educational History
• Four Chapters with 10 Lessons in each Chapter
• Chapter 1 Transition Planning Who Am I?
• Chapter 2 Career Preparation Where Am I
  Going?
• Chapter 3 Transition Planning How Do I Get
  There?
• Chapter 4 Life Planning How Do I Keep It All
  Together?
• Teacher Resources Work Evaluation Rubric
  Lesson Resources
• My Resource Guide (MRG), Personal Transition
  Survival Guide Merge Checklist Certificate of
  Competency Chapter Reflection Sheet

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MTW Chapter Organization

• Acknowledgement
• Facilitation Tips
• Chapter Background
• Overview of Chapter Contents Format
• Table of Contents
• Work Evaluation Rubric Aligned with Arizona State
  Standards
• Lesson Theme, Objective Steps to Follow
• Materials Needed Handouts etc.
• Evaluation Rubric
• Enrichment

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Chapter 1 - Transition Planning Who Am I?

• Concept of Resiliency as Critical to Successful
  Reintegration
• Self-Awareness Strengthens Resiliency Bouncing
  Back
• Lesson Topics Include Value, Beliefs, Self
  Confidence, Learning Styles Interests, Personal
  Skills, Job/Career Paths, Decision Making
• Career Planning as a Dynamic Process
• Employment Trends Impact of Technology,
  Globalization, New Economy
• Managing Change through Process and
  Self-Awareness
• Building My Resource Guide (MRG) A Personal
  Transition Survival Guide

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Chapter 2 - Career Preparation Where Am I Going?

• All lessons include self talk, self-awareness,
  stop and think, resiliency, decision making and
  planning
• Each lesson concludes with the Self-Talk litany
• Lesson Topics Include Make a Decision, Values,
  The Power of Goals, Priorities, Lifestyle,
  Choices and Consequences, Gathering
  Information/Observe, Gathering Information/Ask
  Questions, Gathering Information/Listen, Other
  Points of View, Make a Decision
• Building My Resource Guide (MRG)

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Chapter 3 - Transition Planning How Do I Get
There?

• Concept of Self-Assessment leading to
  Self-Awareness
• Life Through a Wide-Angle Lens and Other Points
  of View
• Lesson Topics Include Self talk, Self
  Awareness, Decision Making, Social Skills,
  Planning
• Resiliency Successfully Bouncing Back from
  Adversity
• Planning Process Goal Setting
• Nine Life Areas Leisure, Spiritual,
  Health/Wellness, Learning, Career, Financial,
  Family Relationships, Community
• Social Skills Practice
• Building My Resource Guide (MRG)

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Chapter 4 - Life Planning How Do I Keep It All
Together?

• Continues concept of self assessment as
  self-awareness through emphasizing community
  resources
• Lesson Topics Include Transition into the
  Community, Self Talk, Self Awareness, Stop and
  Think, Resiliency, Decision Making, and Planning
• Lessons include Finding a Place to Live, Money
  Management, Food, Medical Treatment,
  transportation, Communication, Employment,
  Education, Leisure Time, Support
• Continues development of MRG (My Resource Guide)

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Closing Thoughts

• Every time you stop a school, you will have to
  build a jail. What you gain at one end you lose
  at the other. It's like feeding a dog on his own
  tail. It won't fatten the dog.
• Mark Twain 11/23/1900

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Contact Information

• Dorothy (Dottie) Wodraska,
• Correctional Education Specialist
• Director, Federal Education Grants Program
• Arizona Supreme Court,
• Administrative Office of the Courts (AOC)
• Juvenile Justice Services Division
• 1501 West Washington, Suite 337
• Phoenix, AZ 85007
• Phone [phone]
• Fax [phone]
• Email DWodrask_at_supreme.sp.state.az.us
• ADE Website www.ade.az.gov/ess/secure care