Mobilizing Your Community  Laura LoveKatie Barclay InterAct ArizonaClear Path Program ASU WestCity of Phoenix (602) (602)

What We Know is Working Revolutions begin when people who are defined as problems achieve the power to redefine the problem. J. McKnight, The Careless Society, 1995

Effective Practices in Juvenile Correctional Education: A Study of the Literature and Research Authors: –Osa D. Coffey and - Maia G. Gemignani

Effective Practices in Transition and Support Services  Need to bridge the gap from community schools to correctional facilities and/or programs – and back again to home or independent living, school and/or work.  General agreement that lack of appropriate transition and support programming may undo a great deal of the benefits students have derived in correctional educational programs – and the successes experienced in such programs  Generally believed that effective transition and support programs may increase the rate of student enrollment in school, the high school graduation rate, and postrelease success in employment and independent living.

1. Effective transitional services include the following components:  Interagency coordination  Pre-placement joint planning  Transfer of records prior to student’s move from one jurisdiction to another  Continuum of services and care  Family services  Frequent client contacts Effective Practices in Transition and Support Services

2. A variety of specific educational prerelease programs are provided such as -  Social skills  Survival skills  Independent living skills  Pre-employment training  Law-related education Effective Practices in Transition and Support Services

3. A variety of noneducational support services are provided such as -  Work experience and placement  Alcohol and drug abuse counseling  Vocational assessment and counseling  Health education  Training for parenthood  Driver’s education Effective Practices in Transition and Support Services

Steps to Mobilizing Your Community  Recruit the Community  Cultivate Working Relationships  Establish Accountability for Action

Recruit the Community  Identify the critical stakeholders without whom student transition into the community will not be successful. If the stakeholder is not receptive to collaboration – consider working the chain-of- command to get support.  Work with the people who do show-up for meetings, while not showing disrespect by over concern about those who aren’t present.  Remain open to working with small numbers of stakeholders.

Recruit the Community II  Recruit outside of typical channels to identify stakeholders  Recruit diversity in membership, striving for community representativeness.  Involve students and parents early and often in the process.

StudentState Universities ParentState School for the Deaf and Blind EmployerState Community College Board Department of EducationParental Training and Information Center Exceptional Student ServicesState Independent Living Council School-to-WorkCommunity Transition Teams Adult Education DivisionSpecial Olympics Department of Economic SecurityCommission on Postsecondary Education Rehabilitation Services AdministrationGovernor’s Division on School to Work Division of Developmental DisabilitiesGovernor’s Office on Americans with Disabilities Employment and Training AdministrationGovernor’s Council on Developmental Disabilities JTPA/WIA &PICGovernor’s Office on Employment and Training Job ServiceState Office on Apprenticeship Programs Department of Health ServicesState Center for Disability Law Behavioral Health ServicesSocial Security Administration Office for Children with Special Health Care Needs Department of Juvenile Corrections Department of Corrections County Probation Staff Interagency Transition Team Systems LevelStudent Level (County/State Representative) (Local Representatives)

Conduct a Needs Assessment Systems LevelStudent Level  Begin the team building process.  Set up a meeting date.  Discuss the current status of transition services.  Determine where you want to be.  Determine what steps are needed to get there.  Prioritize the steps by making a multi-year developmental plan.  Reevaluate the plan annually and determine goals for the upcoming year.

Cultivate Working Relationships  Solidify broad-based ownership.  Voice agendas.  Recognize conflict as an impetus for change.  Promote ongoing, honest communication.  Use multiple modalities for communication.

Establish Accountability for Action  Identify motivators for each stakeholder.  Clarify roles, responsibilities and expectations.  Cultivate leadership.  Emphasize that when making change for young adults, you are making change for others is the community/facility as well.  Ensure success by selecting obtainable goals.  Reward accomplishments – no matter how small or large.

Life Skills Instruction Individual Education and Career Plan Development Student Participation Planning Strategies Assessment Support Services Life Skills Instruction Individual Education and Career Plan Development Student Participation Planning Strategies Assessment Support Services Employment Skills Instruction Career and Vocational Curricula Community-Based Learning Structured Work Experience Employment Skills Instruction Career and Vocational Curricula Community-Based Learning Structured Work Experience Family Involvement Family Empowerment Family Training Family Involvement Family Empowerment Family Training Involvement Strategies Community Participant Roles Involvement Strategies Community Participant Roles Partnership Structure Program Philosophy Program Policy Strategic Planning Program Evaluation Resource Allocation Human Resource Development Partnership Structure Program Philosophy Program Policy Strategic Planning Program Evaluation Resource Allocation Human Resource Development The National Transition Alliance (NTA) Transition Practices Framework Structures & Policies Student-Focused Planning & Development Business, Labor & Community Resources Career Pathways & Contextual Learning Family Involvement