“VOC 256”: An Integrated School-to-Work Transition Curriculum Presented by: Dr. Gail Jacobs Sue Aguilera, M.Ed. Dan Ochsner Arizona Department of Juvenile Corrections Dr. Heather Griller Clark Arizona State University

Presentation Objectives Overview of ADJC Education Programs Overview of ADJC Education Programs Overview of Merging Two Worlds Overview of Merging Two Worlds Evaluating the VOC 256/M2W Curriculum Evaluating the VOC 256/M2W Curriculum What is in the future for ADJC and our youth? What is in the future for ADJC and our youth?

Education from the Inside Out ADJC Curriculum NCA accredited high school course work GED is transferred to freshman and sophomore credits(10) Social and Life Skills Training Dual Credits

Educational Programs at ADJC CAREERTECHAutomotive Building Trades Clerical Computer Tech Culinary Arts ElectricalCosmetology Fire Science Plumbing Work Experience Computer Refurbishing ACADEMIC High School Credits Business GED College Credits Communications Fine Arts Astronomy TECHNOLOGY 10 Key Computer Graphics Keyboarding Word Processing

Educational Training on the Inside Most students are not allowed to leave the facility…. so outside agencies come to them. Most students are not allowed to leave the facility…. so outside agencies come to them. Mentoring programs Mentoring programs Guest Speakers Guest Speakers Tutoring Program Tutoring Program Career and Educational Fairs at each school Career and Educational Fairs at each school

 Aztec Software, M2W curriculum, Transition Curriculum, Community Involvement & Community Projects  Transition Based IEP Program for Special Needs Students  JIST: Career Assessments and Interest Inventories  Academic Relevance using: Differentiated Instruction, SEI, student centered instruction VOC 256 School to Work Transition

 Transition based curriculum designed for incarcerated youth  Provided by a federal grant  Research based  Based on cognitive restructuring  Free program through the Arizona Department of Education Projects/securecare/ Projects/securecare/

Supplemental Curriculum  JIST - Interest/career inventories  Occupational Handbook  Career Scope  American Careers  Transition Curriculum for at-risk youth

Advanced Technology Resources  Smart Boards  Internet Links  Career Exploration  Community/Businesses  Mock Interviews  Career Fairs  Guest Speakers  Transition Coordinators  Job Coaching  Job Placement  Community Links

Evaluating the VOC 256 & M2W Curriculum ASU is currently assisting ADJC and ADE evaluate the effectiveness of the VOC 256 curriculum with and without M2W on changes in student thinking. ASU is currently assisting ADJC and ADE evaluate the effectiveness of the VOC 256 curriculum with and without M2W on changes in student thinking. Six different instructors will participate in this evaluation from July 7, 2008 to October 15, Six different instructors will participate in this evaluation from July 7, 2008 to October 15, Three instructors will teach VOC 256 with M2W and three will teach VOC 256 without M2W. Three instructors will teach VOC 256 with M2W and three will teach VOC 256 without M2W. VOC 256 with M2W VOC 256 without M2W AMS: Barb LeeAMS: Doris Johnson & Carl Bailey AMS: Toni ErmanCMS: Chris Malinowski BCS: Karen Lorson & Carol StidhumEPS: Andre Holland

The following measures will be used to evaluate VOC 256 and VOC 256/M2W Concept Maps – to assess student change in thinking Concept Maps – to assess student change in thinking AZTEC (Reading, Writing, Algebra) – to assess student academic change AZTEC (Reading, Writing, Algebra) – to assess student academic change VOC 256 Student Course Evaluation & “End of Course Meeting” – to assess social validity of the curriculum for students VOC 256 Student Course Evaluation & “End of Course Meeting” – to assess social validity of the curriculum for students VOC 256 Teacher Course Evaluation – to assess social validity of the curriculum for teachers VOC 256 Teacher Course Evaluation – to assess social validity of the curriculum for teachers Classroom observations & supplement checklist - to assess treatment fidelity Classroom observations & supplement checklist - to assess treatment fidelity Post-release engagement data collected at 30 and 60 days by Transition Specialists – to assess student transition outcomes Post-release engagement data collected at 30 and 60 days by Transition Specialists – to assess student transition outcomes

Concept Maps Concept maps will be used to measure change in student thinking related to four key VOC 256 concepts: Concept maps will be used to measure change in student thinking related to four key VOC 256 concepts: Who Am I? Who Am I? Where Am I Going? Where Am I Going? How Do I Get There? How Do I Get There? How Do I Keep It Together? How Do I Keep It Together? Each student will complete a Pre and a Post concept map for each of these four concepts (8 total maps per student) Each student will complete a Pre and a Post concept map for each of these four concepts (8 total maps per student) Pre and Post maps will be given on the following dates: Pre and Post maps will be given on the following dates: Pre Map Post Map Who Am I? July 7 July 23 Where Am I Going? July 30 Aug 27 How Do I Get There? Aug 27 Oct 1 How Do I Keep It Together? Oct 1 Oct 15

Examples of Concept Maps

Categories and Sample Responses for Who Am I? Categories Education Education Work Work Family Family Sample Responses Getting my GED Getting my GED Go to college and major in a subject Go to college and major in a subject I like I like Eventually get a degree hopefully masters Eventually get a degree hopefully masters Be successful at my job Be successful at my job Being a computer programmer Being a computer programmer I'm thinking about working as a juvenile correctional officer or border patrol agent or something I am interested in I'm thinking about working as a juvenile correctional officer or border patrol agent or something I am interested in I'm always gonna be there for my immediate family but I'm always gonna be there for my immediate family but I'll get married someday I'll get married someday Get married to the right person when I am ready Get married to the right person when I am ready I am a good mom my kids love me I am a good mom my kids love me

Concepts Maps are Analyzed Based on: Centrality: Centrality: The closer the item is to the center of the map, indicates importance. The closer the item is to the center of the map, indicates importance. Specificity: Specificity: The number of items related to the category, indicates depth of knowledge. The number of items related to the category, indicates depth of knowledge.

Scatter Plot Interpretation

AZTEC Assessments AZTEC is a computer based school to work curriculum AZTEC assessments will be collected on the following to measure students’ academic change. Basic and Advanced Reading Basic and Advanced Reading Basic and Advanced Writing Basic and Advanced Writing Basic Algebra Basic Algebra

VOC 256 Student Course Evaluation, End of Course Meeting, Teacher Course Evaluation Midway through the trimester progress meeting and report was held Midway through the trimester progress meeting and report was held The VOC 256 Student Course Evaluation & “End of Course Meeting” will be used to assess the social validity of the curriculum for students The VOC 256 Student Course Evaluation & “End of Course Meeting” will be used to assess the social validity of the curriculum for students The VOC 256 Teacher Course Evaluation will be used to assess the social validity of the curriculum for teachers The VOC 256 Teacher Course Evaluation will be used to assess the social validity of the curriculum for teachers

Classroom Observations Classroom observations will be used to assess treatment fidelity. Classroom observations will be used to assess treatment fidelity. At three different points throughout the trimester ASU will conduct classroom observations. At three different points throughout the trimester ASU will conduct classroom observations.

Transition Coordinators, Who are They and What do They do? ADJC has six transition coordinators who are responsible for all student’s transition into the community ADJC has six transition coordinators who are responsible for all student’s transition into the community Work one-on-one with students Work one-on-one with students Working hand in hand with parole and VR Working hand in hand with parole and VR Help students once they leave ADJC to find jobs or return to school Help students once they leave ADJC to find jobs or return to school

Transition Coordinators Voc 256 They collaborate with Voc. 256 teachers They collaborate with Voc. 256 teachers Help students with their transition goals Help students with their transition goals They conduct mock interviews in the class They conduct mock interviews in the class Work with the community to find appropriate placements for the students Work with the community to find appropriate placements for the students Invite community leaders to present in the Voc. 256 class Invite community leaders to present in the Voc. 256 class

Transition coordinators and Post-release Data Collection Post-release data will be collected at 30 and 60 days post-release by the Transition Coordinators to assess student transition outcomes Post-release data will be collected at 30 and 60 days post-release by the Transition Coordinators to assess student transition outcomes School enrollment status/post-secondary education data School enrollment status/post-secondary education data Vocational training and/or employment status Vocational training and/or employment status Community involvement Community involvement

The Future for ADJC and our Youth Work Furloughs Work Furloughs Skills USA Skills USA Students as Presenters at State Conferences Students as Presenters at State Conferences Wild Land Fire Program Wild Land Fire Program Academic Competition Academic Competition Competitive Sports Program (Soccer, Volleyball) Competitive Sports Program (Soccer, Volleyball) Residential Drafting/Architectural Design Residential Drafting/Architectural Design

Getting to the End in Mind There are two ways of getting to the top of an oak tree – Climb to the top or sit on an acorn.