1 Preparing Youth for the World of Work: Three Programs that Transition Youth into Work Liann Seiter, NDTAC

2 Overview Review of first topical call in the series Climbing Hire at Logansport Juvenile Correctional Facility –Judy McIntosh, Transition Specialist/OWDS, TRANSED, LLC –Lindsey Pounds, Transition Specialist/OWDS-1, Logansport Juvenile Correctional Facility Arizona State University’s Project RISE (Re-entry, Intervention & Support for Engagement) –James Short, Project Manager Maricopa County Education Service Agency’s Transforming Juvenile through Successful Transition –Desmond Sweet, Transition Facilitator –Lloyd Hopkins, Transition Facilitator Discussion and Q&A with Judy McIntosh, Lindsey Pounds, James Short, Desmond Sweet, Lloyd Hopkins, and Liann Seiter

3 A National Perspective of Career/Technical Training in Justice Settings Simon Gonsoulin and Liann Seiter shared information about youth of transition age (16-25 year olds) who are involved in the justice system –The barriers they face to successful human development –The lack of coordination between system John Linton discussed the following topics: –Importance of education for individuals involved in the justice system –Employment challenges facing individuals involved in the justice system –Work being done to tackle the employment challenges at the national level Call recap, slides, and recording available at: perspective-careertechnical-training-justice-settings perspective-careertechnical-training-justice-settings

Indiana Department of Correction Division of Youth Services Lindsey Pounds-Program Coordinator/OWDS-I Judy McIntosh-Transition Specialist/OWDS

85% of ex-offenders who commit new crimes are unemployed at the time of their re-arrest Department of Justice Employment is often seen as a gateway to becoming and remaining a law-abiding and contributing member of a community National Reentry Resource Center Job stability over an extended period of time can reduce the likelihood that an individual will reoffend National Reentry Resource Center

Climbing “Hire” is a direct service training led by two certified Offender Workforce Development Specialists. The training consists of two consecutive workshops, each 3 1/2 hours in length. The training is centered around NIC’s (National Institute of Corrections) Career Planning Process and contains 13 modules addressing the following career related areas: · Career Development Theory · Assessments · Occupations and Job Zones · Job Seeking and Employability Skills (Résumé Writing) · Job Seeking and Employability Skills (Job Search) · Job Seeking and Employability Skills (Interviewing) · Post-secondary Educational Options Climbing “HIRE”

Assessments and Resources Interests and Skills Checklist *Interest Profiler *Work Importance Locator

I liked learning about my Holland Code because it helped me to see what jobs I can get that I like. I found the list of jobs that went along with my Holland Code to be most helpful because I didn’t think I had many options. The work values part showed me what to look for in a job. I liked the part that prepared us for interviews. Everyone should have the opportunity to take this class. It will teach them a lot. I’m glad I learned how to make a résumé because before, I would have never taken the time.

Assessment Score Reports Interview Evaluation Sheet Résumés Business cards Reference Cards Account Draft Registration Sheet Job Search Contact Log Military Information (if requested) Job Corps Information (if requested) College Information Work One Information Federal Student Aid Information (FAFSA) Worksheets on Preparing for an interview Letter of encouragement Student Folders

Tracking and Recording Student Progress

Plans for the Future…. Camp Summit Boot Camp LaPorte, IN Logansport Juvenile Correctional Facility Logansport, IN Madison Juvenile Correctional Facility Madison, IN Pendleton Juvenile Correctional Facility Pendleton, IN

ADJC

The Project RISE Team The Project RISE Team:  Dr. Sarup Mathur: Associate Professor, Principal Investigator  Dr. Heather Griller Clark: Principal Research Specialist, Co-Principal Investigator  Leslie LaCroix : Transition Specialist  James Short: Project Manager

Project RISE Basics What it is:  Project RISE is a grant funded model demonstration project that partners Arizona State University and the Arizona Department of Juvenile Corrections.  Project RISE is funded through the United Stated Department of Education, Office of Special Education Programs.  Project RISE is part of the MDCC (Model Demonstration Coordination Center) along with the University of Minnesota and the University of Oregon.

Project RISE Basics What it does:  Project RISE focuses on developing a model for successful reentry of youth with disabilities from ADJC back into schools, employment, and community programs. Personalized transition plans IEP review Extensive community collaboration Individualized case management throughout the clients time in secure care as well as during transition to the community

Project RISE Basics Who it serves:  Project RISE is committed to providing comprehensive transition services and continued support to identified youth that meet the following criteria: Youth currently in secure care at the ADJC Youth with an active IEP Youth ages 8-18 Youth returning to Maricopa County

The Project RISE Goal Project RISE strives to:  Decrease recidivism rates  Increase graduation rates (H.S. Diploma/GED)  Increase participation in post-secondary education and/or vocational training  Bridge the gap between all stakeholders and help streamline the transition process from secure care back into the community  Demonstrate that smaller caseloads with more comprehensive, individualized case management will yield better outcomes  Create a model that can be replicated

The Project RISE Model The Model:  Identify the client within the first week of arrival at the ADJC Our ADJC point of contact notifies us of a potential client 8-18 years of age Active IEP Returning to Maricopa County  Explain Project RISE to the identified client Project RISE is a voluntary program Interview the client to determine if Project RISE is appropriate and of interest  Obtain parent/guardian permission to participate in Project RISE Parents/Guardians must give written permission for the client to participate in Project RISE

Project RISE Model The Model:  Begin intensive case management that includes; Collection of initial data Assisting with vocational assessments and classes while in secure care Attending all IEP, MDT, CFT and IRB meetings Creation of a comprehensive, individualized transition plan Collection and preparation of all educational and transition documents needed prior to release Upon release, assist with school enrolment, job placement and life skill trainings Continue to consistently support the client in the community until they turn 18 or are released from parole

Project RISE Tools Case Management Tools:  The RITT (RISE Individual Tracking Tool) Compiles demographic information, standardized test scores, risk scores, IEP evaluation, high school credits tracking, daily case notes (behavior, attitude, willingness to cooperate)  The Common Youth Outcomes Measures Tool Compiles common demographic information, race, disability status, educational status, employment Used to identify common processes and data between the three projects in MDCC cohort  The Model Development and Implementation Process Tool Documents, in narrative form, the development and implementation of the project from initiation to completion. Used to identify common processes between the three projects in MDCC cohort

Project RISE Oversight Project Oversight and Advisement:  US Dept. of Ed./Office of Special Education Programs  Model Demonstration Coordination Center (MDCC)  External Evaluators  Advisory Board

Project RISE Partners Partnerships and Community Support:  Tolleson Union High School District (SPED)  Phoenix Union High School District (SPED)  Mesa Public Schools (SPED)  Austin Center for Exceptional Students (ACES)(SPED)  Goodwill of Central AZ (Career Centers)  Phoenix Job Corps (Transitional living/Career)  AZ Department of Economic Security/ Child Protective Services  Salt River Accelerated Learning Academy (SPED)  Boys & Girls Clubs of the East Valley (Youth Development/Life Skills)  Boys & Girls Clubs of Greater Scottsdale (Youth Development/Life Skills)  Mission Academy/ROP (SPED)  Maricopa County Human Services Department/Workforce Connections (Career/Life Skills)  Mesa Community College (Career/Postsecondary Ed.)  Estrella Community College (Career/Postsecondary Ed.)  East Valley Technical Institute (EVIT) (Career/ Technical)

Preparing Youth for the World of Work Transforming Juveniles through Successful Transition Transforming Juveniles through Successful Transition

What is TJST?  The mission of TJST is to increase the number of juveniles successfully reintegrated into the community through coordinated transition support, thereby reducing recidivism and the expense to adult and juvenile detention and jail facilities.  Transition Facilitators are the coaches/mentors/caring adults who work with the youth and their families, to help carry out the TJST mission. Transforming Juveniles through Successful Transition TJST is a collaboration initiated by Maricopa County Education Service Agency (MCESA) and partners with: Maricopa County Juvenile Probation Department Maricopa County Adult Probation Department and JTOP Court Maricopa County Sherriff’s Office (MCSO) Maricopa County Regional School District Arizona Department of Juvenile Corrections (ADJC)

An Overview of our Approach Elements of TJST Juvenile Transition Strategy Case Planning Evidence Based Practices Motivational Interviewing Aftercare Family Involvement Strengths & Needs Assessment Data Analysis & Research Service Connections

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Challenges & Best Practices Challenges Community Transportation Negative Peers Low Education Family Willingness to Work Realistic expectations of employment type Readiness for employment Best Practices Connecting to community resources Bus pass Bicycles Pro-social activities Educational Goal Planning Creating a shared vision with the family Time Traveling Honesty

Collaboration  How we connect  Door to door  References  Employers  YouthBuild  Earn money while attending school  Developing positive work habits  Workforce Investment Act (WIA)  Vocational Schools  MCESA Youth Transition Advisory Council (MYTAC)

Education  Youth  Training  Advocacy  Interview Skills  Identifying Character Strengths  Resume Writing  Building Relationships/Networks  Community  Working with “Justice Involved” youth  How  One on one based curriculum  Every interaction with stakeholders; one conversation at a time

Contact Information Lloyd Hopkins Desmond Sweet

33 Discussion and Question and Answer If you have a question for the presenter please ask your question over the phone If you are in “listen only” mode, type your question into the Chat Pod

34 Polling Question What would you like to learn more about on our last topical call related to preparing youth for the world of work?