Youth transition: what we know, what we learned and what is emerging Cohort 7 shares learnings and outcomes with an introduction by David Emenheiser, OSEP Programs represented by Minnesota’s Project MAP, Arizona’s Project RISE and Oregon’s Project STAY OUT

Ramsey County Community Corrections Volunteer of America-Amicus Finding My Way Back: Supporting Students with IEPs from the Correctional Facility to the Community (MAP) Presenters: David R Johnson Ph.D. Jean Echternacht Ed. D. Project Partners: Ramsey County Community Corrections Volunteer of America-Amicus St Paul Public Schools

MAP: Finding My Way Back Project Objectives Use of a reintegration planning tool Implement Check & Connect program (Christenson, Stout, & Pohl, 2012) Implement a personalized approach and strategies to support youth development of specific goals Create a sustainable model through extensive interagency collaboration (e.g., LEAs, community residential facility, PACER) C&C consists of 4 key components: A mentor who works with students & families for a minimum of 2 years Regular checks, utilizing data schools already collect on students’ school adjustment, behavior, & educational progress Timely interventions, driven by data, to reestablish & maintain the student’s connection to school & learning and to enhance the student’s social & academic competencies Engagement with families

Pie Charts

What we learned and what matters? Interagency collaboration and coordination of services are essential in overcoming structural and procedural barriers. Supporting the development of the youth’s life skills are essential for all agency collaborators. The development of relationship between at least one caring adult and the youth is critical. Transition planning must include not only focusing on academic skills and positive behavior in schools, but also addressing other life needs (i.e., housing, health care, etc.) Outreach and engagement with families is an essential component of the project.

Project RISE Project RISE What is Project RISE? Individualized Goals Educational and vocational programming Transition portfolio development Individualized aftercare and community supports Systemic Goals Seamless transfer of educational records and services Increase interagency linkages and communication Establish a youth tracking system Project RISE Re-entry Intervention and Support for Engagement Empowering Arizona’s youth to reach their full potential Leslie LaCroix Adam Henning AZ what is Project RISE

Project RISE What we know The importance of identifying key positions and members of partnering agency to achieve sustainability The need for more interagency communication and collaboration Community partners will benefit from more education in the areas of secure care and special education Transition planning is a fluid process and therefore the professionals must remain resilient and flexible Transition models must be streamlined and efficient to counteract external changes AZ What we know

What we’ve learned so far… Project RISE What we’ve learned so far… Small caseloads result in greater success for youth Transition specialists are essential Communication is everything Services need to go beyond age 18 Barriers to transition that adults perceive are not the same as the barriers youth perceive The community wants to help ADJC Recidivism Rate = 38.1% AZ what we learned

Project RISE What is emerging Conceptualization of replicable transition plans that are both individualized and realistic The effects of trauma on incarcerated youth and the ensuing need for a cohesive mental health component of transition The need to engage family and/or guardians and how to best accomplish this critical component Development of strategies to educate and encourage community partners in offering youth opportunities AZ what is emerging

Project STAY OUT: Strategies Teaching Adolescent Young Offenders to Use Transition Skills Deanne Unruh, Ph.D. Miriam Waintrup, M.Ed. Participating sites: Helensview School, Portland Woodburn School District Eugene 4J School District

Project Overview Goal 1: Build community capacity to serve young offenders w/ disabilities by providing training and PD to school personnel and JJ system Goal 2: Develop curriculum and training materials to support transition-related special educators in a young offender’s reentry into their home schools, employment, and community living. Key Features Transition Specialist trained in needs of JJ youth Youth-driven planning School engagement focus Community-based Employment options Targeted social skill training IMMEDIATE access to age appropriate and culturally appropriate services

STAY OUT Participants Top Disability type: 44% Learning Disability 28% Emotional Disturbance Type of Crime: 43% Person-to-Person 39% Property 15% Behavioral 2% Status Top Barriers to Transition: 58% Negative peer influence 47% Attended multiple schools 46% Family instability 42% No work experience 42% Anger management

Lessons Learned (thus far) Proximal outcomes: Decrease by 10 percentiles in problem behavior (SSIS); specifically in sub-scales of problem-behavior, externalizing, & bullying School personnel beyond transition specialist need training in JJ system Parental involvement is key, yet hard Positive relationship with local JJ-- priceless!

On behalf of Cohort 7, Thank you for your participation On behalf of Cohort 7, Thank you for your participation! Questions and Answers Audience Q & A