Transition Services for Youth in Correctional Settings Presented by: Dr. Robert B. Rutherford, EDJJ/ASU Dr. Sarup Mathur, EDJJ/University of Phoenix Heather Griller-Clark, EDJJ/ASU Megan McGlynn, EDJJ/ASU

The most comprehensive research on juvenile correctional education was published in 1994 by the U.S. Department of Justice's Office of Juvenile Justice and Delinquency Prevention (OJJDP). This document is entitled Documented Effective Practices in the Education of At-risk and Delinquent Youth (Coffey & Gemignani, 1994). This document identifies effective practices in the following eight areas: z characteristics of effective schools z administration z academic programs z special education z psychoeducational programming z employment preparation z transition and support services, and z program evaluation and research. Effective Practices in Correctional Education

The most comprehensive research on effective practices for neglected or delinquent youth was published in 1987 by the U.S. Department of Education. This document is entitled, Unlocking Learning: Chapter I In Correctional Facilities (LeBlanc & Pfannenstiel, 1991). This document highlights effective practices for neglected and delinquent youth, and: z describes the characteristics of juvenile offenders z assesses the education services Chapter I (Title I) participants receive z describes the transition services needed and received by juvenile offenders z reviews findings on the structure and operation of Chapter I (Title I) programs z makes recommendations for aligning program operations more closely with the law, and z gives examples of effective Chapter I (Title I) practices compared with conventional practices commonly found in juvenile correctional education programs. Effective Practices for Neglected or Delinquent Youth

The most comprehensive research on effective practices in correctional special education was published in 1985 by Rutherford, Nelson, & Wolford. This research identifies six components that are critical to the implementation of meaningful correctional special education programs. These components include: z procedures for conducting functional assessments for handicapped offenders z a curriculum that teaches functional academic and daily living skills z the inclusion of vocational special education z transition programs and procedures between correctional programs and the community z a comprehensive system to provide institutional and community services to handicapped offenders, and z inservice and preservice training for correctional educators in special education disabilities. Effective Practices in Correctional Special Education

What Are Transition Services? The 1997 Amendments to the Individuals with Disabilities Education Act A coordinated set of activities for a student with a disability that: n A) Is designed within an outcome-oriented process, that promotes movement from school to post-school activities n B) Is based on the individual student’s needs, taking into account the student’s preferences and interests n C) Includes: –Instruction –Related services –Community experiences –The development of employment and other post-school adult living objectives –If appropriate, acquisition of daily living skills and functional vocational evaluation.

How Do You Provide Transition Services in the Juvenile Justice System? n Design a coordinated set of activities (a transition plan) for each student. This transition plan should include: –A goal or an outcome, that promotes movement out of the juvenile justice system –A statement of the individual student’s needs, preferences, and interests –A plan for providing transition services in the following areas: Instruction (public school, charter school, GED prep, vocational school, OJT) Related services (speech, language, physical therapy, occupational therapy, mental health, counseling) Community experiences (religious, support groups, community service) Employment and other post-school adult living objectives Daily living skills and functional vocational evaluation (if appropriate) n Facilitate the transition process –Transition Specialist –Parole Office/Probation Officer –Teacher –Caseworker

The following have been identified (Coffey & Gemignani, 1994; Edgar et al., 1987; Maddox et al., 1984; Nelson, Rutherford & Wolford, 1987) as effective components in the transition of youth from the juvenile justice system to school. z Awareness z Eligibility Criteria z Exchange of Information (transfer of records prior to a student’s move from one jurisdiction to another) z Joint Program Planning before Transition z Feedback after Transition z Written procedures for Transition z Specific pre-release programs (social skills, survival skills, independent living skills, pre-employment training, and law related education). Transition to School

The following components have been identified as necessary to prepare youth for transition to employment (Sitlington et al., 2000) z Occupational awareness z Employment-related knowledge and skills z Specific vocational knowledge and skills z Job placement and supervision z Job training Transition to Employment

Successful transition to the community includes training and/or support in the following areas: z Independent living z Daily living skills z Personal relationships z Community resources z Health and fitness z Leisure and recreation z Related service providers Transition to Community

There are several ways to assess transition services, but most are outcome based. z School Based Assessment z Community Based Assessment z Recidivism Based The way in which transition is assessed will depend on how successful transition is defined. Successful transition in one area may or may not be correlated with success in other areas (Halpern, 1985). Assessment of Transition Services

National Resources z EDJJ (301) z Office of Correctional Education (202) z The Center for Law and Education (202) z The Center on Juvenile & Criminal Justice (202) z National Juvenile Detention Association (606) z Correctional Education Association (301) z Council of Administrators of Special Education (505) z Youth Law Center (415) Local Resources z State Department of Education z State Department of Juvenile Justice z State Universities EDJJ CD (Sign-Up) Transition Resources