1. 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

2. 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

3. 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

4. Pie Charts

5. 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.

6. 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

7. 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

8. 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

9. 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

10. 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

11. 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

12. 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

13. 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!

14. 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