Educational Needs of Youth in the Educational Needs of Youth in the Juvenile Justice System Juvenile Justice System

Heather Griller-ClarkArizona State University

Purpose: This section of the presentation will describe steps taken by the Arizona Detention Transition Project to increase engagement and decrease recidivism for youth with disabilities transitioning from two Maricopa County Detention facilities.

ADTP OverviewADTP Overview 4 year OSEP Model Demonstration Project

Purpose is to develop a sustainable model transition program that will assure the seamless transfer of youth with disabilities and their records across public schools, detention centers, community and employment agencies, and corrections.

The ultimate goal is to reduce the number of youth who recidivate and are sentenced to state and adult corrections and to increase the number of youth who are successfully engaged in school, work, and community activities.

The Goal of the ADTP is to The Goal of the ADTP is to Increase Engagement Increase Engagement (Bullis)(Bullis)

Engagement:

School or working School and working No recidivism (new charges or reincarceration)

EDJJ Definition of EDJJ Definition of TransitionTransition

A coordinated set of activities for the student, designed within an outcome-oriented process, which promotes successful movement from the community to a correctional program setting, and from a correctional program setting to post-incarceration activities (Griller-Clark, 2003).

Obstacles to Transition for Obstacles to Transition for Youth from JJ SystemYouth from JJ System

Lack of transition planning before release Inadequate professional development and

training in transition Lack of interagency communication,

coordination, and commitment Difficulty obtaining previous educational

records Reluctance of public schools to serve youth Lack of family involvement

EDJJ Promising Practices in

Transition (Handout)

ADTP ComponentsDevelop Individualized Transition

Plans

Establish a Seamless Transfer of Educational Records and Services

Establish a Youth Tracking System

Increase Interagency Collaboration

Develop & Implement a Student Portfolio

Professional Development

Increased Engagement

Recent Transition Research

Recent Transition Recent Transition Research on Youth with Research on Youth with

Disabilities in the JJ System Disabilities in the JJ System 34.4% of youth in juvenile detention and state corrections

systems were identified as disabled (www.edjj.org) Youth with disabilities were 2.8 times more likely to return

to corrections 6 months post-release and 1.8 times more likely to return at 1 year (Bullis et al., 2002)

A history of special education services is significantly associated with recidivism (Cottle et al., 2001)

An analysis of ADJC records indicated that 69% of youth with disabilities were re-incarcerated within 1 year of release (Johnston, 2003)

An analysis of youth on probation and parole at 2 Arizona charter schools revealed that those with disabilities were more likely to have poor attendance, be suspended, and drop out than those without disabilities (Griller-Clark, 2003)

Professional Development Professional Development Activities in Transition for Activities in Transition for

JJ SystemsJJ Systems EDJJ PD Survey

83% indicated they would participate in PD if they had more opportunities

Transition was identified as one area in need of additional PD Recently trained correctional educators in Arizona & North

Carolina EDJJ/CLN Collaboration

Development of videotaped modules http://cln.esd101.net/

AZ Activities ACE Conference Merging Two Worlds (M2W) Curriculum

http://www.ade.az.gov/ess/securecare

EDJJ Promising Practices in Transition for Youth in the Juvenile Justice System

“The body of research in juvenile correctional education is slim and does not always meet scientific or social science research criteria. However, we agree with Coffey and Gemignani (1994) that many effective practices have been identified. We have identified effective or promising transition practices for both short-term and long-term correctional facilities. To view these promising practices click on either short-term or long-term”

Short Term Jails and Detention Centers ( MS Word ) (PDF) Long Term Correctional Facilities ( MS Word ) (PDF)

Rutherford, R. B., Mathur, S., Griller-Clark, H. (2001). The National Center on Education, Disability, and Juvenile Justice. http://www.edjj.org

Components of ADTPComponents of ADTP

1. Develop Individualized Transition Plans

2. Establish a Seamless Transfer of Educational Records and Services

3. Establish a Youth Tracking System

4. Increase Interagency Collaboration

5. Develop & Implement a Student Portfolio

Goal 1: Individualized Goal 1: Individualized Transition PlansTransition Plans

Accomplishments Existing transition plans have been analyzed Computerized IEP software (Secure Care Education Committee) Transition interview is conducted with all special education youth. The transition interview form is aligned with the ITP Development of an “IEP Basics Class” which is delivered to all

newly detained special education youth. Student led IEPs Vocational assessments have been purchased for use in JDAC

Future objectives Academic assessments in JDAC Increase the number of active transition plans

Goal 2: Develop Student Goal 2: Develop Student Education PortfoliosEducation Portfolios

Accomplishments (Portfolio Pilot Project) All youth are randomly assigned to either a “Treatment Group” or a

“Non-treatment Group” The “Treatment Group” gets all components of the portfolio The “Non-treatment Group” gets some of the components of the

portfolio Control group consists of youth released before services are provided All youth are contacted 15, 30, 60, 90, and 120 days post-release All youth are assessed for recidivism post-release (reoffence,

redetainment, transfer to other jurisdictions)

Future objectives Electronic portfolio for “Treatment Group” using Arizona Career

Resource Network http://www.ade.az.gov/cte/azcrn/

Portfolio ComponentsPortfolio Components

1. Academic Assessment2. Vocational Assessment3. Transition Interview4. Resource Packet5. Vital Records

Social Security Card

Birth certificate Immunization

records6. Resume

7. Special Education Rights

8. Special Education Records

Copy of IEP Copy of Psychoed

9. Transcripts10. Credit Analysis11. Certificate, diploma,

GED12. Work samples

Goal 3: Transfer of Records Goal 3: Transfer of Records & Services& Services

Accomplishments The Child Find process has been reviewed and improved A log of records requested and received is maintained Records request form includes FERPA information A procedure has been established and implemented for transferring

records of juveniles sentenced to ADJC Blanket records request exists for MCRSD and ADJC Purchase of Sped software by Secure Care Committee for use in

all juvenile and adult secure care facilities

Future objectives Improve process between MCRSD and ADJC Increase awareness in public schools Improve rate of reception

Goal 4: Increase Interagency Goal 4: Increase Interagency Linkages & CommunicationLinkages & Communication

Accomplishments ABIL, PINs, DDD, VR have increased provision of services to youth Awareness and training has been provided to Probation Officers,

Probation Supervisors, Detention Supervisors and staff, MCRSD staff

A Parent Information Center has been established at both visitors areas

Volunteer speakers and tutors have begun working with and presenting to Special Education students

Future objectives JDAC Mentorship Programs

Goal 5: Establish a Youth Goal 5: Establish a Youth Tracking SystemTracking System

Accomplishments Transition Specialists are maintaining a spreadsheet of all youth

served and types of services provided Transition Specialists have been involved in the revision of the

current Juvenile On-line Tracking System (JOLTS/ICIS) Each site maintains a schedule of youth who receive special

education services and when they receive those services

Future objectives Education information needs to be included in ICIS Determine engagement outcomes