Educational Needs of Youth in the Juvenile Justice System

1. Educational Needs of Youth in the Juvenile Justice System Heather Griller-Clark Arizona 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.

2. ADTP 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.

3. The Goal of the ADTP is to Increase Engagement (Bullis) • Engagement: • School or working • School and working • No recidivism (new charges or reincarceration)

4. EDJJ Definition of Transition • 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).

5. Obstacles to Transition for Youth 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

6. Recent Transition Research Professional Development Increased Engagement EDJJ Promising Practices in Transition (Handout) ADTP Components Develop 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

7. Recent Transition Research on Youth with 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)

8. Professional Development Activities in Transition for JJ 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

9. 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

10. Components of ADTP • Develop 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

11. Goal 1: Individualized Transition 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

12. Goal 2: Develop Student Education 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/

13. Academic Assessment Vocational Assessment Transition Interview Resource Packet Vital Records Social Security Card Birth certificate Immunization records Resume Special Education Rights Special Education Records Copy of IEP Copy of Psychoed Transcripts Credit Analysis Certificate, diploma, GED Work samples Portfolio Components

14. Goal 3: Transfer of Records & 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

15. Goal 4: Increase Interagency Linkages & 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

16. Goal 5: Establish a Youth Tracking 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