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This training was developed by the Project 10: Transition Education Network, a special project funded by the Florida Department of Education, Division of Public Schools, Bureau of Exceptional Education and Student Services, through federal assistance under the Individuals with Disabilities Education Act (IDEA), Part B.
Transition for Students with
Disabilities in Juvenile Justice
ProgramsVISIONS Conference
May 5, 2017
Carla Greene, M.S. – FDOE and Project 10
Juvenile Justice Liaison
Objectives
2
Participants will:
Know Department of Juvenile Justice Primary Transition Objectives for ALL students
Understand the Transition Planning Process in Department of Juvenile Justice (DJJ) Programs
Understand how the Transition IEPs inform DJJ Transition Plans
Define quality collaboration between DJJ Program Districts and Post-Release Districts.
DJJ Statistics and Primary
Transition Objectives
3
4
Detention
The custody status for youth who are held pursuant to a court order or after being taken into custody for a violation of the law.
Prevention
Youth volunteers for this type of program. The program implements strategies, initiatives, and networks designed to prevent children from making contact with the juvenile justice system.
Day Treatment (Intervention)
Youth remains at home and participates at least five days a week in an alternative educational setting. Additional services are provided, such as anger management classes, social skills building, and substance abuse education. This program type is intended to prevent a youth from going further into the juvenile justice system.
Residential (Commitment)
A youth may be committed by a judge (also known as adjudicated) to a 24 hour a day fully committed program for the violation of a law and is designed to rehabilitate offenders through supervision, counseling and treatment.
DJJ Program Types
5
Non-ESE13,50573%
ESE4,87727%
Number of Students Served in DJJ Programs in
School Year 2015-2016 = 18,382
Developing Effective Education in the
Department of Juvenile Justice
Annual Report 2015-2016
6
Specific Learning Disabilities
37%
Emotional Behavioral Disabilities
28%
Intellectual Disabilities
5%
Other Health Impaired
12%
Other Exceptionalities
18%
Exceptionalities of Students with Disabilities in
DJJ Programs for School Year
2015-2016
Developing Effective Education in the
Department of Juvenile Justice
Annual Report 2015-2016
1. Increase graduation rate while enrolled in DJJ
Schools
2. Reduce recidivism
3. Increase employment rates
4. Increase post-secondary institution enrollment
*Percentages in Juvenile Justice Annual Report data are based on ALL
students in DJJ Programs, not just students with disabilities.
DJJ Primary Transition Objectives for
ALL Students
107
High School Diplomas in DJJ Schools(The number and percentage of students who receive a standard high school diploma or a
high school equivalency diploma. In addition to 12th graders, includes students who graduated
or received a high school equivalency diploma in SY 201-2015 regardless of grade level.)
46%
40.1%
0%
5%
10%
15%
20%
25%
30%
35%
40%
45%
50%
2013-2014 (530 of 1,151students)
2014-2015 (439 of 1,096students)
Percentage of Graduates
Postsecondary Education for DJJ Graduates(The number and percentage of students who enroll in a postsecondary institution.)
23% 24.3%
0%
5%
10%
15%
20%
25%
30%
35%
40%
45%
50%
2013-2014 (109 of 474 students) 2014-2015 (92 of 378 students)
Percentage of Students Continuing to Postsecondary Educational Institution
Recidivism(The number and percentage of students who reoffend within one year after
completion of a day treatment, prevention or residential commitment program.)
44.9% 45.4%
31.2% 29.2%
8.9%5.9%
0.0%
10.0%
20.0%
30.0%
40.0%
50.0%
2013-2014 2014-2015
Percentage of Completers who Reoffended Within One Year Following Completion
(Recidivism)
Residential
Day Treatment
Prevention
Employment for DJJ Students(The number and percentage of students who remain employed one year after
completion of a day treatment or residential commitment program.)
31.2%33.7%
24.0%
30.3%
0.0%
5.0%
10.0%
15.0%
20.0%
25.0%
30.0%
35.0%
40.0%
45.0%
50.0%
2013-2014 2014-2015
Percentage of Completers who were Employed One Year
Residential
Day Treatment
“Committing youths interrupts their education and
can have an adverse effect on their employability.” (Freeman & Rogers, 1999)
“After leaving secure care settings, many youths do
not return to school, and of those who do, many drop
out before completing high school.”(LeBlanc, Pfannenstiel, & Tashjian, 1991) (Balfanz, Spiridakis, Neild, & Legters, 2003)
12
Begins with a student and a multi-disciplinary
team upon entry into a residential commitment
program.
TRANSITION in Department of Juvenile Justice
Residential Programs…
13
A process
Coordinated set of activities
Based on the individual child’s needs, taking into
account the student’s strengths, preferences and
interests
Results/Outcomes-oriented
Includes key individuals invested in the student’s
success
Commonalities of Transition Planning for ALL
Students in DJJ programs and Secondary
Transition for Students with Disabilities
7
Understanding Secondary
Transition for Students with
Disabilities in DJJ Programs
21
Transition for students with disabilities may have started
before commitment into the DJJ residential program AND
may continue after release.
Transition Planning to include Students with
Disabilities (SWD)
16
DJJ Transition:(Entire DJJ process)
To facilitate a youth’s successful release from a residential commitment program and reintegration into the community.
Education Transition for ALL:(Component of the DJJ process)
To coordinate academic, career and technical, and secondary and postsecondary services that assist the student in successful community reintegration.
Secondary Transition for SWD:(Component of the DJJ process…and BEYOND)
To facilitate the child’s movement
from school to post-school
activities, including post-secondary
education, vocational education,
integrated employment; continuing
and adult education, adult services,
independent living, or community
participation. Individuals with Disabilities Education Improvement Act
(IDEA) 2004
Same Goal: Measureable Outcomes!
17
18
1.Transition Individualized Education Plan (IEP)
2.DJJ Transition Plan (similar components of
Transition IEP)
Two Transition Requirements for Students with
Disabilities in DJJ Programs:
Transition IEP
INFORMSDJJ
Transition Plan
School districts must comply with all applicable IDEA
secondary transition requirements to facilitate eligible
students’ movement from secondary education in the
correctional facility to appropriate post-school activities.
https://www2.ed.gov/policy/gen/guid/correctional-education/idea-letter.pdf
19
Dear Colleague Letter on the Individuals with
Disabilities Education Act (IDEA)- FAPE in Least
Restrictive Environment
20
Collaborate with DJJ schools to ensure a more
seamless transition in the provision of ESE Services.
Section 1003.52(9), Florida Statute (F.S.), The educational
program shall provide instruction based on each student’s
individualized transition plan, assessed educational needs
and the education programs available in the school
district in which the student will return.
Best Practices for Sending and
Post-Release District
21
Program District:
School District in which a DJJ program is located and in which students have been
placed
Post-Release District:
School District in which a student is or will be enrolled
immediately following the student’s release from a DJJ
program
Collaboration for Secondary Transition
Best Practices for Sending and
Post-Release District
Suggestions for ESE Secondary Transition
Collaboration
22
If student does not attend the IEP Team meeting, take other steps to ensure the student’s preferences and interests are considered
Invite a representative or any participating agency that is likely to be responsible for providing or paying for transition services
Invite post-release school district to attend Transition IEP meeting
Attend Transition IEP
meetings for students in DJJ
programs via conference call
Upon entry or during the IEP
meeting, provide the IEP
Team with school placement
options, transition programs
and CTE programs available
in the post-release district
Program District Sending and Post-Release
District
Suggestions for ESE Secondary Transition
Collaboration
23
Obtain eligibility for VR Services while in residential program
Establish SEDNET services
Refer students to Check and Connect in post-release district prior to release
Recommend students for extended transition programs, (i.e. Project SEARCH) to the post-release school district
Follow up on VR
Referral/Eligibility while
student was in residential
program
Follow through with SEDNET
referral or services
Establish Check and Connect
services
Consider DJJ candidates for
Project SEARCH programs
Program District Sending and Post-Release
District
Why is collaboration for Post-Release Districts
important??
24
The Federal Uniform Graduation Rate
Credits all students enrolled in DJJ facilities back to their
home schools.
25
Ensure measureable annual goals are being addressed.
Assist students in connecting with agencies that can
provide services the students need to achieve
measureable postsecondary goals.
Incorporate effective self-advocacy and self-determination
skills training as part of the student’s educational
experience:
IEP involvement training for the student
Document student interests and preferences
Student centered planning process
Decisions driven by student and family
Responsibilities of DJJ Education Staff for
Students with Disabilities
26
New Initiative in DJJ schools: Referrals to STAR Program
(pre-employment Transition Services) for Self-Advocacy
training.
Self-Determination and Self-Advocacy
27
Important to know when identifying the CAPE Digital Tool Certificates and CAPE Industry Certifications the student seeks to attain before high school graduation:
Residential juvenile justice education programs with a contracted minimum length of stay of 9 months shallprovide CAPE courses that lead to preapprenticecertifications and industry certifications.
Programs with contracted lengths of stay of less than 9 months may provide career education courses that lead to preapprentice certifications and CAPE industry certifications.
CAPE Certification in DJJ Residential Programs
28
Collaboration is the
key to Successful
Transition Planning
DJJ Transition
Plan
Transition IEP
Successful Transition
for Students with
Disabilities
Summary
29
A Dear Colleague Letter on the Individuals with Disabilities Education Act for Students with
Disabilities in Correctional Facilities (Dec, 2014). United States Department of Education,
Office of Special Education and Rehabilitative Services.
Balfanz, R., Spiridakis, K., Neild, R., Legters, N. (2003). High poverty secondary schools and the
juvenile justice system: How neither helps the other and how that could change. New
Directions for Youth Development, 99, pp. 71-89.
LeBlanc, L., Pfannenstiel, J., & Tashjian, M. (1991). Unlocking learning: Chapter 1 in
correctional facilities-Final report: National Study of Neglected or Delinquent Program.
Prepared for the U.S. Department of Education. Rockville, MD: Westat.
References
Questions and
Thank You!
30
Presenter Contact Information
Carla Greene
FDOE and Project 10:
Transition Education
Network
Juvenile Justice Liaison
Email:
Office: 850-528-6720
31