Transcript Document
Merging Two Worlds:
A Transition/Career Planning
Curriculum for Youth in the
Justice System
Dorothy (Dottie) Wodraska
Correctional Education Specialist
Director Federal Education Grants Program
Arizona Supreme Court
Administrative Office of the Courts
Juvenile Justice Services Division
Arizona Secure Care Education
Secure Care education is defined as every education
program which exists in a county detention, county jail,
state juvenile corrections, and state prison facility in the
State of Arizona excluding Native American and federal
facilities.
AOC
14 county juvenile detention facilities (age 8-18)
Jails
15 county jails (age 14-22)
ADJC
ADC
4 state juvenile correction facilities (age 8-18)
10 state prisons and 3 private prisons (age 14-22)
TOTAL: 46 facilities statewide
Arizona Secure Care Education
Secure Care Education must address these
acknowledged needs:
1) Institutional confinement programming must prepare youth for
a successful reintegration back to their community.
2) Lessons and skills learned in secure care environments must
be monitored and reinforced outside of the institution.
3) Reintegration of students from the juvenile justice system
requires cooperative and collaborative relationships with local
school districts prior to release from a secure care facility to
ensure a continuum of services and appropriate placement
which can reduce recidivism.
Local Challenges…National Focus
Transient student population
Students have attended various public schools/charters and/or
have dropped out of school due to lack of success.
Records exchange for prompt provision of specialized instruction if
a student has a history of special education.
Multi-jurisdictional issues prompted by legislatively-mandated
structure
Conflicting organizational philosophies within agencies between
security (punitive) and education (rehabilitative).
Reintegration: lack of cooperative and collaborative relationship
with the local school districts prior to release from a secure care
facility to ensure continuum of services and appropriate placement
which can reduce recidivism.
Shortage of adequately trained personnel in the area of correctional
education.
Secure Care Education Committee
(SCEC)
Mission
To advocate for excellence in secure care education which leads to student
centered seamless reintegration from correctional facilities into community
settings in order to reduce recidivism.
History
The SCEC was formed in 1998 by staff of the Arizona Department of
Education and secure care educators from across the state to address the
glaring educational needs of youth and adults in correctional settings.
Accomplishments
The SCEC has developed the Merging Two Worlds (MTW) Curriculum
through a ADE grant-supported partnership with the Pima County School
Superintendent’s Office, Special Programs Division.
www.ade.az.gov/ess/securecare
Since 1999 the SCEC has hosted four statewide conferences for training
educators on implementation of the MTW, developed a statewide regional
structure for ongoing training, mentoring and technical assistance and
standardized special ed reporting forms to facilitate electronic transfer of
records.
Merging Two Worlds Curriculum
(MTW)
A Transition/Career Planning Curriculum
Prepares Students for reintegration into the community,
school or world of work upon release from a secure care
environment
Emphasizes the interconnection between the “worlds” of
secure care and the community
Instruction in life skills, career development skills,
resiliency and social skills which meet Arizona Academic
Standards
Based on Resiliency Skills Research
What Is Resiliency?
Resiliency is the ability to spring back from
and successfully adapt to adversity.
“Bouncing back from problems and stuff with
more power and more smarts.” (Student, Age 15)
Research from psychology, psychiatry and
sociology conclude that individuals have an
innate capacity for resiliency, “a self-righting
tendency”
Resiliency-building conditions are needed
(Source: Resiliency In Action, Inc. 2004)
Resiliency Building Skills:
Conditions and Attitude
Conditions for Resiliency:
Caring and Support
High Expectations for
Success
Opportunities for
Meaningful Participation
Positive Bonds
Clear and Consistent
Boundaries
Life Skills
Resiliency Building Skills:
Conditions and Attitude Cont’d.
“Resiliency Attitude” – “What is right with
you is more powerful than anything that is
wrong with you.”
Focus on personal strengths more than
problems and weaknesses.
Provide the conditions for building resiliency
for self and others.
Have patience…..successfully bouncing back
from trauma and/or crisis takes time.
(Source: www.resiliency.com)
MTW Curriculum Focus:
Resiliency Building Skills
Sense of Purpose
Inner direction
Bases choices on internal evaluation
Internal focus of control
View of future
Optimistic
Spirituality
Personal faith in something greater
Perseverance
Doesn’t give up despite obstacles
Resiliency Building Skills (cont’d)
Social Competence
Relationships
Able to form & build relationships
Able to be a friend, and keep close
Humor
Can see the “funny”
Perceptive
Insightful understanding of people and situations
Assertive
Clearly expresses opinions, feelings, ideas
Understands how attitude influences others
Resiliency Building Skills (cont’d)
Problem Solving
Flexibility
Can adjust to change
Can adapt to cope
Love of Learning
Needs to know
Loves to find out
Creativity
Sees unique choices, consequences
Individualistic
Goal Setting
Knows power of goals
Decision Making
Uses process and can explain
Resiliency Building Skills (cont’d)
Autonomy
Independence
Health/wellness
Adaptive distancing from unhealthy people and
situations
Self motivation
Inner passion and direction
Competence
Is “good at something”
Has skills to manage life
Self worth
Feeling self confident
MTW Curriculum Organization
Pre-Assessment Tools: Structured Interview; Individual
Learning Plan; Student Screening Report for Child Find; Credit
Information and Certificate; Educational History
Four Chapters with 10 Lessons in each Chapter:
Chapter 1:
Chapter 2:
Chapter 3:
Chapter 4:
Transition Planning: Who Am I?
Career Preparation: Where Am I Going?
Transition Planning: How Do I Get There?
Life Planning: How Do I Keep It All Together?
Teacher Resources: Work Evaluation Rubric & Lesson
Resources
My Resource Guide (MRG), Personal Transition
Survival Guide: Merge Checklist; Certificate of
Competency; Chapter Reflection Sheet
MTW Chapter Organization
Acknowledgement
Facilitation Tips
Chapter Background
Overview of Chapter Contents & Format
Table of Contents
Work Evaluation Rubric Aligned with Arizona
State Standards
Lesson Theme, Objective & Steps to Follow
Materials Needed: Handouts etc.
Evaluation Rubric
Enrichment
Chapter 1 - Transition Planning:
Who Am I?
Concept of Resiliency as Critical to Successful
Reintegration
Self-Awareness Strengthens Resiliency –
“Bouncing Back”
Lesson Topics Include: Value, Beliefs, Self
Confidence, Learning Styles & Interests, Personal
Skills, Job/Career Paths, Decision Making
Career Planning as a Dynamic Process
Employment Trends: Impact of Technology,
Globalization, New Economy
Managing Change through “Process and SelfAwareness”
Building My Resource Guide (MRG) – A Personal
Transition Survival Guide
Chapter 2 - Career Preparation:
Where Am I Going?
All lessons include self talk, self-awareness, stop
and think, resiliency, decision making and
planning
Each lesson concludes with the Self-Talk litany
Lesson Topics Include: Make a Decision, Values,
The Power of Goals, Priorities, Lifestyle, Choices
and Consequences, Gathering
Information/Observe, Gathering Information/Ask
Questions, Gathering Information/Listen, Other
Points of View, Make a Decision
Building My Resource Guide (MRG)
Chapter 3 - Transition Planning:
How Do I Get There?
Concept of Self-Assessment leading to Self
Awareness
Life Through a Wide-Angle Lens and Other Points of
View
Lesson Topics Include: Self talk, Self Awareness,
Decision Making, Social Skills, Planning
Resiliency: Successfully Bouncing Back from
Adversity
Planning Process: Goal Setting
Nine Life Areas: Leisure, Spiritual, Health/Wellness,
Learning, Career, Financial, Family Relationships,
Community
Social Skills Practice
Building My Resource Guide (MRG)
Chapter 4 - Life Planning:
How Do I Keep It All Together?
Continues concept of self assessment as self-
awareness through emphasizing community
resources
Lesson Topics Include: Transition into the
Community, Self Talk, Self Awareness, Stop and
Think, Resiliency, Decision Making, and Planning
Lessons include: Finding a Place to Live, Money
Management, Food, Medical Treatment,
transportation, Communication, Employment,
Education, Leisure Time, Support
Continues development of MRG (My Resource
Guide)
MTW Impact &
Feedback From The Field
Curriculum well-structured and flexible
40 Lessons difficult to implement in short-term
facilities: Adapt Curriculum accordingly (Mini
Version)
Coordinate evaluation and assessment of
impact on students while in the facilities and
impact on recidivism
Provide Pre-service and In-service training for
correctional educators on implementing and
adapting the curriculum
Mini Merging Two Worlds
(Mini M2W)
Adaptation developed through a 2-yr. Grant from
the Arizona Department of Education/Exceptional
Student Services (ADE/ESS)
Promoted through a collaboration of ADE/ESS;
ASU; ADJC; Pima County Schools; SCEC
4 Chapters, 12 Lessons centered on skills for
transition to provide student-centered portfolio
Data collected through student and teacher
surveys and reported to the ADE
Curriculum aligned with Arizona State Standards
Merging Two Worlds/
Corrections Learning Network (CLN)
Project
Arizona Detention Schools
collaborating with CLN to convert M2W
Curriculum for nationwide broadcast
through CLN network
Resource for 800 correctional sites
currently receiving CLN programming
CLN is a nationally recognized distance
learning initiative funded through U.S.
Dept. of Education, administered by
ESD 101 in Spokane, WA
Curriculum available through ADE
website
http://www.ade.az.gov/ess/securecare/
Closing Thoughts…
Children are always the only future the
human race has; Teach them well.
Research indicates that education and
workplace preparation are the two most
fundamental factors in reducing
recidivism by assisting ex-offenders to
obtain and retain employment and return
to a law-abiding lifestyle.
Contact Information
Dorothy (Dottie) Wodraska,
Correctional Education Specialist
Director, Federal Education Grants Program
Arizona Supreme Court,
Administrative Office of the Courts (AOC)
Juvenile Justice Services Division
1501 West Washington, Suite 337
Phoenix, AZ 85007
Phone: (602) 542-9573
Fax:
(602) 542-9479
Email:
[email protected]
ADE/ESS Website:
http://www.ade.az.gov/ess/secure care