Preparing Youth with Intellectual or Emotional/Behavioral Disabilities in DJJ Residential Programs for Successful Transition Back to their School and Community - PowerPoint PPT Presentation

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Preparing Youth with Intellectual or Emotional/Behavioral Disabilities in DJJ Residential Programs for Successful Transition Back to their School and Community

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Carla Greene, M.S. Education Director Apalachicola Forest Youth Camp (AFYC) Rick Casey, Ph.D. Project 10 Visions Conference 5/3/12 High improvement with academic ... – PowerPoint PPT presentation

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Title: Preparing Youth with Intellectual or Emotional/Behavioral Disabilities in DJJ Residential Programs for Successful Transition Back to their School and Community


1
Preparing Youth with Intellectual or
Emotional/Behavioral Disabilities in DJJ
Residential Programs for Successful Transition
Back to their School and Community
  • Carla Greene, M.S.
  • Education Director
  • Apalachicola Forest Youth Camp (AFYC)
  • Rick Casey, Ph.D. Project 10
  • Visions Conference 5/3/12

2
Preparing Youth with Disabilities in DJJ
Residential Programs for Successful
Reentry-Transition to School, Employment, and
Community.
  • Carla Greene, M.S.
  • Education Director
  • Apalachicola Forest Youth Camp (AFYC)
  • Rick Casey, Ph.D. Project 10 (Transition
    Education Network)
  • 24th Annual National Dropout Prevention
  • Network Conference 10/17/2012

3
The Challenge
  • Ending the Youth to Adult Prison Pipeline

4
Data Story
4
5
DJJ ReentryPercent Returning to School
2005-06 56
2006-07 31
2007-08 10
6
Percent of School Exiters Enrolled in
Postsecondary Education
6
7
Percent of School Exiters Employed
7
8
2011 Florida Senate Report -DJJ Outcome Data for
Commitment Programs
2005-06 2006-07 2007-08
DJJ Leavers 8356 7395 6041
Returned to School 56 33 10
Received GED 23 21 21
9
2011 Florida Senate Report -DJJ Outcome Data for
Commitment Programs
2005-06 2006-07 2007-08
Enrolled in Post Secondary 26 20 14
Employed - FT wage 16 15 16
Incarcerated - DOC facility 20 16 10
DOC facility - employed 2 2 0
10
Percent of Students with Disabilities in DJJ
Programs
  • Approximately 40 of all students in
  • DJJ educational programs have an
  • IEP

11
Percent of Students with IEPs in Florida DJJ
Residential Programs
  • CATEGORY OF ESE STUDENTS
  • EBD 54
  • SLD 38
  • Intellect Disability 8
  • TOTAL 100

12
Fact
  • Over half of those who recidivate-
  • re-offend within the first 4 months after reentry

13
2008-09 Florida DJJ Recidivism Rate
Residential Commitment Total Releases Recidivism Rate
Low Risk 600 44
Moderate Risk 5205 46
High Risk 1297 48
Maximum Risk 82 45
14
DJJ Specialized Treatment Services
  • Dual Diagnosis - Major Disorders
  • Intensive - Major Disorders
  • Intensive Mental Health Treatment Programs
  • Sexual Offender Treatment Services
  • Development Disability Treatment Service
  • Specialized Mental Health Treatment Services

15
Apalachicola Forest Youth Camp
  • A Twin Oaks Juvenile Development, Inc. Program

To provide quality and balanced services that
promote the development of successful,
responsible, productive, and accountable
citizens. To forever touch the lives of each
person served by fulfilling the cultural, social,
emotional, cognitive, physical and spiritual
needs in a caring and supportive environment.
16
AFYC
  • 39-bed facility nestled in the heart
  • of the Apalachicola National Forest
  • The only stand-alone Juvenile Incompetent to
    Proceed residential program in the Nation
  • CARF accredited
  • AHCA licensed
  • DCF contract

17
Primary Purpose
  • Competency Restoration for youth that have
    committed a felony and have been deemed
    incompetent to proceed (ITP) to trial due to
    Mental Illness, Mental Retardation, Dually
    Diagnosed, or Autism.

18
Criteria for Admission
  • Lack of understanding of the Dusky Factors
    (Incompetent to Proceed)
  • Mental Retardation, Mental Illness, Dually
    Diagnosed, or Autism
  • Felony Offense
  • Incapable of surviving with the help of willing
    and responsible family or friends, including
    alternative services.

19
Criteria for Admission (cont)
  • Substantial likelihood that in the near future
    the child will inflict serious bodily harm on
    self or others, as evidenced by recent behavior.
  • And, all available least-restrictive
    alternatives, including treatment or training in
    the community, which would offer an opportunity
    for improvement of the childs condition, are
    inappropriate.

20
Characteristics of Youth Served
  • Juvenile (ages 8-20)
  • Male and Female
  • Mentally Ill (MI)
  • Intellectually Impaired (MR)
  • Dually Diagnosed (DD)
  • Autism
  • Average Age of Youth Served is currently 15 years
    old
  • Average Age at Initial Arrest 12

21
Services
  • Clinical
  • Medical
  • Educational
  • Mental Health
  • Case Management
  • Dietary
  • Recreational Services
  • Religious Services
  • Services for the Deaf and Hard of Hearing
  • Vocational Services
  • 21st Century Program and Boys Girls Club
  • Occupational and Speech Language Therapy

22
Competency Training
  • Daily competency classes
  • Weekly meetings with Case Managers to discuss
    charges and the court system
  • Monthly competency assessment tool used to
    determine clients current knowledge and status
  • Visual and auditory learning material
  • Mock Trials

23
Discharge Criteria
  • Be determined Competent to Proceed or
    Non-Restorable on a competency evaluation
    conducted by a Licensed Psychologist
  • The Courts acceptance of the competency
    evaluation and AFYC Service Summary

24
Fiscal Year 2010-11 Outcomes
  • 113 clients served
  • Average length of stay was 200 days, with a
    median of 159 days from when recommendation
    forwarded to Courts
  • 88 of clients achieved Competency (96 in the
    4th quarter alone)
  • 97 of MR juveniles were restored to competency
    or determined non-restorable in less than 365
    days
  • 68 of MI juveniles were restored to competency
    in less than 180 days

25
Fiscal Year 2010-11 Outcomes
  • 71 of youth demonstrated improvements in self
    control as manifested by a decrease in aggression
  • 96 of youth demonstrated improvement in academic
    functioning in Math, Reading, and Writing
  • 90 of youth demonstrated improvement in daily
    living skills
  • 85 of MR, Autistic, or Dually Diagnosed youth
    achieved competency
  • 13 employee turn-over rate

26
AFYC School
  • SACS accredited in 2002
  • Liberty County School System
  • 3 graduates thus far (Special Diploma)
  • 1 GED earned
  • Tailored services to increase literacy
  • Credits earned are transferred to youths home
    district when discharged

27
AFYC Fiscal Year 2010-11 ESE Data
  • Emotional / Behavior Disability 48
  • Intellectual Disability 39
  • Specific Learning Disability 17
  • Other Health Impaired 13
  • Language Impaired 7
  • Speech Impaired 4
  • Deaf or Hard of Hearing 2
  • 19 of admitted youth were Non-ESE

28
AFYC Pilot - Duval Volusia Counties
  • Purpose
  • Follow up students leaving program
  • Work with SEDNET PM as point of contact to
    coordinate services for students
  • Identify missing links or breakdowns in the
    transition process.
  • Evaluate and readjust the transition model.
  • Expand to other high risk DJJ programs

29
AFYC Successful Transition Challenges
  • Possibility of court ordered placement other than
    home county
  • School placement unknown Exit Records are sent
    to District Transition Contacts (DJJ) however,
    notification of next school placement is rare
  • Professional support services recommended by AFYC
    professional staff, but not coordinated with
    schools or community

30
DJJ Successful Transition Challenges
  • Youth Buy-In
  • Family Involvement
  • Distance between Facility and Family/Community
  • Communication/Coordination
  • Family
  • Aftercare
  • School
  • DCF
  • Community
  • Limited Community Resources

31
DJJ Reentry Process
  • Commitment program develops Community Reentry
    Transition Plan with student, parent staff, and
    JPO or Reentry Provider
  • Recommend type of Educational Placement and/or
    Employment
  • Notify school District DJJ Transition contact of
    student discharge and IEP status
  • Give parent copy of transcripts and send
    transcripts with credits earned to receiving
    school district when requested
  • Develop and Coordinate support services in the
    youths community mental health, education,
    family, employment, etc.) DJJ Reentry team -
    Prepare the students community support system

32
Considerations and Best Practices in Community
Re-entry-Transition
33
Transition Planning Begins at Entrance to
Residential Commitment
  • Maintain communication between
  • residential treatment team
  • assigned JPO/aftercare provider
  • family and youth
  • previous educational placement (if age
    appropriate).

34
DJJ Reentry Boards Members Each circuit is to
establish Reentry Boards
  • Juvenile Probation Officer or Aftercare Provider
  • Mental Health, Substance Abuse, Social Service
    Providers
  • DJJ School District Contact
  • DJJ staff
  • Vocational Rehabilitation / Workforce Counselors
  • SEDNET Project Managers
  • Postsecondary education reps, business partners
  • Faith-based partners, mentors

35
Educational Placement Considerations
  • Has the School District Transition DJJ education
    transition contact been contacted if the youth
    will be returning to middle or high school?
  • Has the school placement been identified
    (regular, alternative, ESE, GED, etc)?
  • Will the youth need an IEP review prior to
    returning to school?
  • Has it been scheduled immediately following
    release?

36
Education Placement for GED Students
  • If youth is in GED program? Will it be completed
    prior to release?
  • If youth needs to continue GED program who are
    GED providers in the community
  • If youth has completed GED or HS, what are future
    plans?

37
School District DJJ Transition Contacts
  • Web based school district contact list
    identifies the transition coordinator for each
    district
  • http//www.fldoe.org/ese/sdtc.asp
  • Transition contacts duties include
  • assisting with youth released from residential
    programs returning to school
  • assisting with transferring and receiving school
    records
  • providing information to other districts on local
    school options for returning DJJ students.

38
Employment Vocational Goals
  • What training was completed at the program?
  • What Industry certifications Ready To Work
    certificates were earned?
  • Has the Workforce application been completed and
    has the parent signature been obtained, if
    needed?
  • Does youth have all documentation to include
    Birth Certificate, ID, SS Card and proof of
    disability, if applicable?

39
Employment Vocational Considerations
  • Does the youth have a resume and a sample job
    application?
  • Is a means of contact for employment available
    when the youth returns home?
  • If youth has a disability has he been referred to
    VR for eligibility?

40
What is Vocational Rehabilitation?
  • Vocational Rehabilitation (VR) is a
    federal/state program that works with people who
    have physical or mental disabilities to
  • prepare for, gain or retain employment.
  • VR is committed to helping people with
    disabilities find meaningful careers.

41
What is VR School to Work Transition?
  • VR School to Work Transition involves a number
    of activities that help students with
    disabilities prepare and plan for employment
    success after high school

42
Eligiblile for VR Services?
  • Any student with a disability may be eligible
    for VR services, including those who are not
    eligible for Exceptional Student Education (ESE).
  • Contact
  • the local VR office to apply. www.rehabworks.org
  • There is a VR counselor assigned to every high
    school in Florida.

43
When Should a student in DJJ Commitment Program
apply for VR?
  • If student is 16 or older with a disability
  • will not be returning to high school upon
    discharge
  • is interested in employment
  • Then a VR referral should be made when the
    student enters the commitment program
  • VR will evaluate youth to determine eligibility
  • If student becomes eligible then a preliminary
    employment plan can be developed that will be
    updated upon return to the community

44
What Type Of Assistance May BeAvailable From
VR?
  • Medical and Psychological Assessment
  • Vocational Evaluation and Planning
  • Career Counseling and Guidance
  • Work Experience While in High School
  • Training and Education After High School
  • Job-Site Assessment and Accommodations
  • Job Placement
  • Job Coaching

45
Anticipated Living Arrangements
  • Will youth be returning home ?
  • has parent confirmed that the youth can return to
    the home?
  • Is there a need for an alternative living
    placement,
  • and if so, is DCF or other community providers
    involvement needed?

46
Safety Net Planning for Crisis Situations
  • Develop a youth specific safety net plan
  • Identify individuals within the community that
    could act as a safety net during times of crisis?
  • situations trauma triggered, domestic violence,
    substance abuse, educational challenges.
  • Consider faith partners, mentors, coaches,
    teachers, positive role models, APD or DCF
    counselors, family and friends.

47
Mental Health Substance Abuse Considerations
  • Does counseling needed to continue
    post-commitment?
  • Has a service provider been identified?
  • Link community service provider with to
    residential counselor to for counseling
    information (Are there specific issues on which
    the youth needs to continue to work on?)

48
Medication Considerations
  • Is youth on medications?
  • How many days supply of medication will be
    provided upon the youths release?
  • Does youth have physician in the community to
    monitor medication?
  • Has insurance coverage (SSI, Medicaid or private
    insurance) been identified or is there a need for
    further action?

49
SEDNET
  • The Multiagency Network
  • for Students with
  • Emotional/Behavioral Disabilities

50
SEDNET
  • In Floridas system of care, SEDNET works with
  • education, mental health, child welfare, and
    Juvenile Justice professionals along with other
    agencies and families,
  • to ensure that children with mental, emotional
    and behavioral problems, and their families, have
    access to the services and supports they need to
    succeed.

51
SEDNET
  • Funded by FDOE attached to school districts
  • 19 Statewide projects divided by region
  • http//www.sednetfl.info/Regions.aspx

52
Questions?
53
RESOURCES
  • School District Transition Contacts and Process
  • http//www.fldoe.org/ese/sdtc.asp
  • Juvenile Probation Office Contact List
  • For contact information on a youth's juvenile
    probation officer, contact Chief Probation
    Officer in the county of interest.
    http//www.djj.state.fl.us/
  • Florida Senate Interim Report 2012-119. Delivery
    of Educational Services in DJJ Facilities,
    October, 2011.
  • Division of Vocational Rehabilitation Florida
    Department of Education
  • http//www.rehabworks.org/
  • The Multiagency Network for Students with
    Emotional/Behavioral Disabilities (SEDNET)
    http//www.sednetfl.info/
  • Project10 Transition Education Network
    http//www.project10.info/

54
RESOURCES
  • Carla Greene, M.S.
  • Education Director
  • Twin Oaks Juvenile Development Inc.
  • Apalachicola Forest Youth Camp (AFYC) and
  • Liberty/J.U.S.T.
  • 850-379-3973 (office) / 850-379-8723 (fax)
  • cgreene_at_twinoaksfl.org
  • Rick Casey, Ph.D.
  • Project10 consultant
  • 386-717-0151
  • nsbrec_at_aol.com
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