Accessing the Guideposts for Success to Support Youth in the Juvenile Justice System Annual Regional Conference October 27, 2016 Jenny Stonemeier Slide to be up on screen as participants arrive 1 1

Agenda Who Am I? Who Are You? Definition & Status of Youth in the Juvenile Justice System Why It Matters What Do We Do? The Guideposts Resources Questions

Who Am I? Institute for Educational Leadership Center for Workforce Development National Collaborative on Workforce & Disability for Youth SWIFT Center, Partners in Policy Making, WI FACETS, Mom…… 3

National Collaborative on Workforce and Disability for Youth Strives to ensure that youth with disabilities are provided full access to high quality services in integrated settings in order to maximize their opportunities for employment and independent living. www.ncwd-youth.info 3 levels: system (policy), organizational, and front line (youth service professionals) Funded by the U.S. Department of Labor’s Office of Disability Employment Policy (ODEP) The Knowledge, Skills and Abilities initiative is part of the National Collaborative on Workforce Disability for Youth and funded by the Office of Disability and Employment Policy at the U.S. Department of Labor. Note that participants have a handout on NWCD/Youth (pass out before session begins). The Collaborative is managed by the Center for Workforce Development at the Institute for Educational Leadership. Mission: NCWD/Youth strives to ensure that youth with disabilities are provided full access to high quality services in integrated settings in order to maximize their opportunities for employment and independent living. NCWD/Youth does this through working on state and local policy; strengthening the services provided to youth by organizations; and strengthening the skills of individuals who work with youth. 4 4

Who Are You? What work are you already doing to support youth in the JJ system?

Youth with Disabilities in School, Work, and Juvenile Corrections 3-4 times the number of ywd in JC schools than in public schools (Gagnon, Barber, Van Loan, 2008; Quinn, Rutherford, Leone, Osher, & Poirier, 2005) Almost 3/4 of secondary students with ED have been suspended or expelled: a rate four times that of peers (Wagner, Kutash, Duchnowski, Epstein, & Sumi, 2005) 61.2% percent of youth with ED exit school without a diploma (U.S. Department of Education, 2004) Youth who drop out of school are: 72% more likely to be unemployed and earn 27% less than HS graduates (U.S. DOL, 2003) Youth without a high school diploma, are 3X more likely to live in poverty (Bureau of Labor Statistics, 2001) 6

The Guideposts for Success Extensive review of research, demonstration projects and effective practices Examining programs and services—including youth development, education, and workforce development Identified core themes across the disciplines, programs and institutional settings. Key Finding: no one institution or organization can provide the full range of services ; thus, highlighting the interdependence of agencies that requires communities, states, the federal government and multiple organizations at all levels to collaborate with one another in order to help assure quality transitions for all youth. 7 7

Guideposts: Basic Values The Guideposts core values: high expectations for all youth, including youth with disabilities; equality of opportunity for everyone full participation through self-determination, informed choice, and participation in decision-making; independent living competitive employment and economic self-sufficiency, with or without supports; and individualized transition planning that is person-driven and culturally and linguistically appropriate.

Meeting the Needs of Youth in the Juvenile Justice System: The Guideposts School-Based Preparatory Experiences Career Preparation & Work- Based Learning Experiences Youth Development & Leadership Connecting Activities Family Involvement & Supports

School-Based Preparatory Experiences All youth need: Academic programs based on clear standards Career and technical education programs based on professional and industry standards Small and safe learning environments Support from highly qualified staff Access to an assessment system with multiple measures Graduation standards that include options

School-Based Preparatory Experiences Youth with disabilities may also need: Use their individual transition plans to drive their personal instruction Understand reasonable accommodations, including assessment accommodations Access accommodations in school Be supported by highly qualified transitional support staff that may or may not be school staff

School-Based Preparatory Experiences Youth with & without disabilities in the JJ system also need: Available quality educational, vocational, and GED programs Qualified educators who promote a free and appropriate public education Well staffed correctional schools held accountable to federal requirements Opportunity to earn transferable credits Collaboration among professionals across disciplines

Career Preparation & Work- Based Learning Experiences All Youth Need: Career assessments to help identify preferences and interests Structured exposure to postsecondary education and other learning opportunities Exposure to career opportunities Training designed to improve job-seeking skills and work-place basic skills

Career Preparation & Work- Based Learning Experiences Youth with disabilities need to: Understand the relationships between benefits planning and career choices Learn to communicate their disability-related work support and accommodation needs Learn to find, formally request, and secure appropriate supports and reasonable accommodations in education, training, and employment settings

Career Preparation & Work-Based Learning Experiences Youth with and without disabilities in the JJ system may also need: Comprehensive vocational programming as a diversion and prevention approach Collaboration among corrections, workforce programs, and other community stakeholders Development of career pathways Work-related and soft skills instruction Work experiences on and off facility grounds

Youth Development & Leadership All Youth Need: Mentoring activities designed to establish strong relationships with adults Peer-to-peer mentoring opportunities Exposure to role models in a variety of contexts Training in skills such as self-advocacy Exposure to personal leadership and youth development activities, including community service

Youth Development & Leadership Youth with disabilities may also need: Mentors and role models including people with and without disabilities An understanding of disability history, culture, and disability public policy issues as well as their rights and responsibilities

Youth Development & Leadership Youth with and without disabilities in the JJ system may also need: Individualized transition plans with youth input Transition support that recognizes unique needs of youth Instruction on laws, rights, and JJ process Education on consequences of risk-taking behaviors Self-empowerment and mentoring opportunities

Connecting Activities All Youth Need: Mental and physical health services Transportation & housing Access to Tutoring Financial planning and management Connection to other services and opportunities (recreation, sports, faith-based organizations)

Connecting Activities Youth with Disabilities May Also Need: Acquisition of appropriate assistive technologies Community orientation and mobility training Exposure to post-program supports such as independent living centers Personal assistance services, including attendants, readers, interpreters, and others Benefits-planning counseling

Connecting Activities Youth with and without disabilities in the JJ system may also need: Access to diversion programs (when appropriate) Advocates at each stage of the JJ process Support from multiple systems, including mental health, education, social services, and workforce development Knowledgeable probation/parole staff Exit programs with progressive school or employment involvement

Family Involvement & Supports All Youth Need Families and Caring Adults who Have: High expectations that build upon the young person’s strengths and interests Been involved in their lives and assisting them toward adulthood Access to information about employment, further education, and community resources Taken an active role in transition planning with schools and community partners Access to medical, professional, and peer support networks

Family Involvement & Supports Youth with Disabilities Need Families and Caring Adults who Have: An understanding of their youth’s disability and how it affects his or her education, employment, and daily living Knowledge of rights and responsibilities under various disability-related legislation Knowledge of and access to programs, services, supports, and accommodations available An understanding of how individualized planning tools can assist youth in achieving transition goals

Family Involvement & Supports Youth with and without disabilities in the JJ system may also need: Well informed parents who can advocate Specific opportunities for parent involvement at each stage of JJ process Facilities and programs committed to engaging families Family focused treatments such as MST and mental health

Understanding the Juvenile Justice System (pg. 7) Initial Interaction Diversion Prosecution Intake & Detention Formal Processing & Judicial Waiver Adjudication & Disposition Alternative Sentencing 25

Practices that Work: Prevention & Early Intervention (pg. 27) Keep them in school or otherwise engaged - in school youth are arrested less - youth employed are more likely to be as adults Positive Behavioral Interventions & Support - system-wide, targeted, individual Career-Focused Mentoring - individualized plans, peer-supported goal setting - Ready to Achieve Mentoring Program ramp.iel.org 26

Practices that Work: Non-Institutionalized Juveniles (pg.28) Keep them out of jail! Diversion Rehabilitative Models (yd vs punishment) Family-focused Treatment (cognitive-behavior) Teen Courts, Drug Courts, MH Courts Multi-Systemic Therapy (family, cognitive- behavior, community, school) 27

Practices that Work: Institutionalized Juveniles (pg. 31) Do something REAL with the time! Education – follow the law Strategic Instruction Model (teacher & student) Work – Career & Technical Education (NC – VoCATS) Behavioral & Mental Health Interventions Transition & After Care (Pre-release) 28

What can your organization do? Build capacity Internal, at first External Cultivate relationships Think outside the box Resource/Relationship mapping Outreach Literature drops Resource sharing

NCWD/Youth Resources National Collaborative on Workforce & Disability for Youth www.ncwd-youth.info Making the Right Turn: A Guide About Improving Transition Outcomes for Youth Involved in the Juvenile Corrections System 411 on Disability Disclosure (Cyber Guide & Adult Version) Professional Development: Knowledge, Skills, and Abilities Office of Disability Employment Policy http://www.dol.gov/odep 30

More Resources Teen Courts: National Association of Youth Courts www.youthcourt.net Multisystemic Therapy: http://www.mstservices.com/ Strategic Instruction Model (SIM): a comprehensive approach to adolescent literacy http://www.kucrl.org/

Jenny Stonemeier stonemeierj@iel.org 202-822-8405 x. 100 Contact Jenny Stonemeier stonemeierj@iel.org 202-822-8405 x. 100