Transcript Document

Life After Prison
Kim Keller
Correctional Educational Program Teacher
Arizona State Prison Complex, Tucson AZ
May, 2014
As educators in secure care facilities:
What tools do our students need to lead
successful lives when they are released back
to their communities?
What is the role of educators in prisons and
other secure care facilities to help them
accomplish their post secure-care goals?
What resources are available to educators
regarding reentry and transition?
What tools do our students need from
educators to help them lead successful lives
when they are released back to their
communities?
Student responses
-I need to read better so I can read to my kids
-A GED will help me get a better job
-I want to get a driver’s license
-If I learn math good I can get a bank account
-If I get an education, my family will be proud of me!
What is the role as educators in prisons and
other secure care facilities to help them
accomplish their post secure-care goals?
AZ Department of Corrections COIII programs
(examples):
Reentry
Thinking for a Change
Cognitive Restructuring
Parenting
Arizona Department of Corrections
Workforce Development Programs
→ Functional Literacy
→ GED Preparation Program
→ Work-Based Education
→ Special Education
→ High School
→ Functional Literacy
This program targets offenders with very
limited functional skills and/or limited
English language development. It is designed
to develop reading, writing, mathematics and
others skills necessary to function in a
working environment.
source: azcorrections.gov
→ GED Preparation Program
The GED Preparation Program provides
instruction for those offenders who do not
have a high school diploma or GED. The GED
test is the same test given to the general
public per A.R.S. 31-201.01. Any offender who
achieves the 8th grade Functional Literacy
standard, or an incoming offender who tests
above the 8th grade standard, but who does
not have a high school diploma or GED, may
enroll in the GED Preparation Program.
source: azcorrections.gov
→ Work-Based Education
The Work-Based Education (WBE) programs
are designed to assist offenders in gaining
marketable employment skills. The skills
gained though these programs may assist
offenders in obtaining work within the prison
setting, as well as upon release.
-source: azcorrections.gov
→ Work-Based Education at the Tucson
complex includes Pima College classes such
as HVAC, Automotive Technology and
Computer Applications.
Inmates at this complex may also submit
applications to take correspondence courses
from Rio Salado College which is based in
Tempe, Arizona.
→ Special Education
Pursuant to A.R.S. 15-1372 and Federal
Statutes, including the Individuals with
Disabilities Education Act (IDEA), ADC
provides educational services to minors
adjudicated as adults and sentenced to
prison, as well as to offenders less than 22
years of age without a high school diploma or
GED who are found to be eligible for
services. Inmates are evaluated upon
enrollment in education programs.
source: azcorrections.gov
→ Special Education
*Transition-component: Individualized
Education Programs
Education/Instruction
Community Experience
Employment
Adult Living
Daily Living Skills
Functional/Vocational
Related Services
→ High School: Tucson Complex
Enrollment for the Life Learning Academy
began October 1, 2013.
Inmates currently eligible for the High School
Program are Minors who do not have a GED
and adult inmates who were previously
enrolled in the program on the Minors yard.
The Life Learning Academy is in the process of
obtaining full-accreditation.
→ Functional Literacy/GED Preparation
Program tools (examples):
-Inventories:
☼
Skills
☼
Job Interests
☼
Interpersonal Skills
☼
Values
-Reading Charts, Graphs and Maps
+
Bus Schedules
+
Price comparison
+
Travel Information
A Sample Inventory: Career Clusters Survey
From the The National Association of State
Directors of Career Technical Education
Consortium
Please turn to Appendix A.
Career Clusters Survey
-Assign to students individually or to complete
in pairs or groups
-Review vocabulary in advance of lesson or
direct students to identify words they do not
understand while they are completing the
lesson and the then review definitions
-Discuss results of surveys as a group.
Career Clusters Survey
The completion of this survey is intended to be
implemented as an interaction between the
teacher and students and the students with
one another.
The survey will help students identify career
possibilities based on a their own preferences
and interests and will 1) provide an incentive
to succeed in the Functional Literacy/GED
classed and 2) get them thinking about their
future when they are released.
A Sample Bus Schedule: Broward County, FL
From the Coral Springs, FL municipal website.
Please turn to Appendix B.
Sample Bus Schedule: Broward County
Transit Timetable
A bus schedule such as this will help to teach
reading skills for graphic interpretation.
Math skills are also required to understand
the information given on the schedule.
All of the skills learned from lessons using
real-life documents will assist the students in
understanding how to use, for example, public
transportation when they are released.
Sample Bus Schedule
-Pre-teach vocabulary before distributing a
copy of the bus schedule.
-Explain the format of the schedule and how
to determine the times and costs for a specific
trip.
-Pose specific questions about the schedule
and elicit correct answers (verbal or written).
A few additional inventories:
☼
Skills/Preferences/Job Interest
www.jist.emcp.com
☼
Interpersonal Skills-Listening
www.cengagecom
☼
Values
Work Values Inventory
www.rop.santacrus.k12.ca.us
Group/Pair Work
Please take a few minutes to discuss the
questions posed at the beginning of this
presentation.
Each group or pair with be asked to share
what they have come up with. You may be as
general or specific as you wish.
Wrap-up
Online Reentry Resources
Juvenile Law Center
The Juvenile Law Center is the oldest non-profit, public interest law firm for children in the United
States. Founded in 1975 by four new graduates of Temple Law School in Philadelphia, Juvenile Law
Center has become a national advocate for children’s rights, working across the country to enforce
and promote the rights and well-being of children who come into contact with the justice, child
welfare and other public systems.
http://www.jlc.org/current-initiatives/improving-outcomes-court-involved-youth/aftercareand-re-entry
National Association of State Directors of Career Technical Education Consortium
(NASDCTEC) was established in 1920 to represent the state and territory heads of secondary,
postsecondary and adult career technical education (CTE) across the nation. NASDCTEc, through
leadership, advocacy and partnerships, aims to support an innovative CTE system that prepares
individuals to succeed in education and their careers, and poises the United States to flourish in a
global, dynamic economy. http://www.careertech.org/who-we-are/#sthash.HqnGb8oQ.dpuf
National Institute of Corrections
Offender Reentry/Transition : NIC has several active reentry projects, including:
-The Transition from Jail to Community Initiative (TJC)
-The Transition from Prison to Community Initiative (TPC)
http://nicic.gov/tpjc
Online Reentry Resources (cont.)
National Institute of Justice: Offender Reentry
Offender reentry, the transition from life in jail or prison to life in the community, can have profound
implications for public safety. NIJ continues to support research and evaluation of reentry-related
issues, such as statewide reentry initiatives and research that examines the process of reentering
society within the context of the community, neighborhood and family into which the former
offenders return.
http://www.nij.gov/topics/corrections/reentry/Pages/welcome.aspx
National Association of State Directors of Career Technical Education Consortium
(National Reentry Resource Center)
The National Reentry Resource Center provides education, training, and technical assistance to
states, tribes, territories, local governments, service providers, non-profit organizations, and
corrections institutions working on prisoner reentry.
http://csgjusticecenter.org/nrrc/
Prisoner Reentry Institute
The mission of the Prisoner Reentry Institute (PRI) at John Jay College of Criminal Justice is to spur
innovation and improve practice in the field of reentry by advancing knowledge; translating research
into effective policy and service delivery; and fostering effective partnerships between criminal
justice and non-criminal justice disciplines.
http://johnjayresearch.org/pri/
Online Reentry Resources (cont.)
United States Department of Justice, Office of Juvenile Justice and Delinquency Prevention
OJJDP, a component of the Office of Justice Programs, U.S. Department of Justice, accomplishes
its mission by supporting states, local communities, and tribal jurisdictions in their efforts to
develop and implement effective programs for juveniles. The Office strives to strengthen the juvenile
justice system's efforts to protect public safety, hold offenders accountable, and provide services that
address the needs of youth and their families.
http://www.ojjdp.gov/about/about.html
United States Department of Labor Employment and Training Administration
Mentoring Ex-Prisoners: A Guide for Prisoner Reentry Programs, November, 2007.
http://www.doleta.gov/pri/pdf/mentoring_ex_prisoners_a_guide.pdf
Occupational Outlook Handbook
Online Reentry Resources (cont.)
Arizona Workforce Connection, One Stop Sites Directory
Arizona Department of Economic Security
https://www.azdes.gov/main.aspx?menu=260&id=2214
https://www.azdes.gov/InternetFiles/InternetProgrammaticForms/pdf/2014_Directory_of_OneStop_Centers_2014.pdf
A main feature of Title I of the Workforce Investment Act (WIA) of 1998 is the creation of a
One-Stop service system. Through this system, customers can access a broad range of
employment-related and training services at a single point-of-entry. The programs include:
Title I of WIA (adults, youth, and dislocated workers – formerly JTPA)
Job Corps
Native American
Employment Service
Unemployment Insurance
Trade Adjustment Assistance
North American Free Trade Act (NAFTA) Transitional Adjustment Assistance
Welfare-to-Work
Senior Community Service Employment
Veterans
Vocational Rehabilitation
Adult Education
Online Transition Resources
Association of American Educators: Recommended Character Education Programs
https://www.aaeteachers.org/index.php/character-education-programs
American Community Corrections Institute: Life Skills Curriculum
Over the years, the American Community Corrections Institute has trained and worked with hundreds
of talented instructors. We have pioneered and introduced many innovative group techniques. We
were one of the first to introduce cognitive restructuring into our programs. From cover to cover,
ACCI's workbooks bring new, unique and fresh material to an old stale traditional counseling field.
ACCI uses true-to-life historical non-fiction, and other techniques to access the right brain, enhance
learning and bring life to the material
http://offendercorrections.com/products/products.asp?category=13
Arizona Department of Education: Merging Two Worlds curriculum
Merging Two Worlds is a transition and career exploration and planning curriculum developed under a
grant from the Arizona Department of Education/Exceptional Student Services Division (ADE/ESS) by
the Pima County School Superintendent's Office in Tucson, AZ. The Merging Two Worlds curriculum is
designed to help students prepare for reintegration in the community, school or world of work upon
release from a secure care environment, andis adaptable for both juvenile and adult audiences.
http://www.azed.gov/special-education/special-projects/secure-care/merging-two-worlds/
http://www.azcourts.gov/Portals/29/JJSD%20Publication%20Reports/CorrEd_MergingTwoWorlds_
2009.pdf
Online Transition Resources (cont.)
Arizona Department of Education: Updated: GED Computer-based Testing Sites
http://www.azed.gov/adultedservices/files/2014/01/cbt-testing-040914.pdf
Arizona Department of Economic Security: Vocational Rehabilitation
Vocational Rehabilitation (VR) provides a variety of services to individuals with disabilities in order to
assist individuals to gain, maintain, or retain employment. The VR Program helps people with
disabilities become or remain economically independent through work.
https://www.azdes.gov/main.aspx?menu=32&id=1300
Greystone Educational Materials
Since 1991, the Greystone eagle logo has symbolized our commitment to helping students soar to
new heights in school and in life.
http://www.greystoneeducationalmaterials.com/Page.aspx?page=AboutUs
JIST Publishing
JIST Publishing is renowned as America’s Career Publisher. For more than 30 years, our products have
helped millions of people plan their education and career, find jobs, and succeed in the world of
work.
http://jist.emcp.com/about-jist/about-jist-publishing
Online Transition Resources (cont.)
National Institute of Corrections: Transition and Workforce Development
The Community Services Division coordinates the efforts of federal, state, local, and nonprofit
agencies to improve employment programs for offenders and ex-offenders. The division assists
corrections professionals who provide direct services to offenders and ex-offenders.
http://nicic.gov/owd
Transition Coalition
Providing online information, support, and professional development on topics related to the
transition from school to adult life for youth with disabilities.
http://transitioncoalition.org/transition/
United States Department of Education: Federal Student Aid
The office of Federal Student Aid provides grants, loans, and work-study funds for college or
career school. [The office] offers more than $150 billion each year to help students
https://fafsa.ed.gov/
Kim Keller, M.A. T.
Correctional Education Program
Teacher
Arizona State Prison, Tucson, AZ
[email protected]
520-574-0024 ex. 36861