tpc case management handbook an integrated case management approach

8/7/2019 TPC Case Management Handbook an Integrated Case Management Approach

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27CHAPTER 4: Roles and Responsibilities of Staff

CHAPTER 4

Roles and Responsibilities of Staff

The major resources available to correctional

agencies are the time, skills, and abilities of staff.

The integrated case management (ICM) ap-

proach depends on staff to execute a wide range

of roles and responsibilities, some quite different

from the recent past and some requiring expand-

ed skill sets for staff in both correctional institutions

and community supervision agencies.

Expanded Skill Sets of Staffin Correctional Institutions

Jurisdictions typically station staff in correctional

institutions in one of three areas: custody and

security, facility operations, or counseling and

programs. In the past, given the heavy emphasis

on custody and security, it was common to hear

the maxim that security is everyones job, regard-

less of a staff persons job description. As institu-

tional corrections becomes more aware of the

principles of evidence-based practice and theimportance of successful offender reentry, it is

becoming more common to hear that reentry is

everyones job. There is a growing recognition that

custody and facility operations staff have many

occasions to interact with offenders in their day-to-

day life in the correctional institution. These interac-

tions are all opportunities to enhance offender

motivation to succeed, reinforce behavioral

changes resulting from speci c programs, and

emphasize successful reentry as an expectation forall returning offenders.

As more state correctional agencies designate

reentry housing unitsor even whole institutions

as settings in which staff are expected to empha-

size offenders preparation for reentry into the

community, staff of all kinds will need to become

involved in these activities.

Expanded Skill Sets of Staff inCommunity Supervision Agencies

As mentioned earlier in this handbook, community

supervision agencies are expanding their de nition

of line staff responsibilities to include not only moni-

toring offenders and assuring their compliance with

supervision and contact requirements but also

developing case plans for them that identify:

Criminogenic needs.

Referrals to appropriate programming.

Participation in treatment and counseling

programs.

Routine interactions with offenders that can

serve as opportunities to enhance their motiva-

tion, promote their positive performance, andencourage their success at reentry.

It is important to recognize that most correctionsstaff have not been trained as change agents. It isworth the investment to provide the appropriate edu-cation and training so staff are ideally positioned tounderstand their role in case management, knowthe tools they need to effectively case manage, and

recognize the potential outcomes of successful casemanagement with the offender population.

Julie KempkerReentry Manager

Division of Offender Rehabilitative ServicesMissouri Department of Corrections


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28 TPC CASE MANAGEMENT HANDBOOK: An Integrated Case Management Approach

Hence, in both the institutional and community

supervision settings, one would expect to see a

balance of staff activities, including the following: 1

Modeling prosocial attitudes and behaviors,

including healthy communication practices

and problem-solving skills, in their interactions

with offenders.

Promoting skill acquisition and effective problem

solving through structured exercises and repeat-

ed opportunities to practice the skills.

Using reinforcers and incentives consistently

and generously. (Experts recommend the use

of reinforcers rather than punishers in a ratio of

4 to 1. 2)

Using disapproval and punishment wisely and

selectively.

Maintaining an authoritative, but not authoritar-

ian, posture.

Assuming the role of advocate and fair broker.

All of these activities require signi cant interaction

with offenders, engaging them in ways that are

designed deliberately to enhance motivation and

engage the offender in the process of change.

Some additional skills for consideration are included

in exhibit 41.

Roles and Responsibilities ofFirstline Supervisors, Managers,Agency Policymakers, andOther Leaders

It will be important to review the roles, responsibilities,

activities, and tools that leaders at various levels of

the organization use and produce. This will ensure

that all aspects of policy and operations will favor a

move to case management in support of success-ful reentry. Exhibit 42, for example, outlines some of

the ways in which various staff and leadership roles

might change and what tools one might use to

develop full organizational support of the ICM

approach to supervision and case management.

Roles and Responsibilitiesof Offenders

Holding offenders accountable for their actions is

an important element of the ICM approach, as it

Offenders as Members of the CaseManagement Team

The Missouri Department of Corrections uses aier titled Transition Accountability Plan: Your

Roadmap to Lifelong Success that asks theoffender, Are you ready? Success is in yourhands. Developed as a resource for inmates toexplain what the Transition Accountability Plan is,the ier makes it clear to the offender that duringincarceration he/she will be involved with othermembers of a case management team. The ieris an example of how one of the sites participatingin the Transition from Prison to the CommunityInitiative is encouraging offenders to becomeactive participants in the transition process.

See the complete ier in appendix 4.

Supervisors have recognized and met the chal-lenge of identifying the agents role of engagingoffenders by becoming more involved in casemanagement. Supervisors are holding caseconference meetings with agents and offenders ona daily basis. Supervisors are also meeting indi-vidually with staff to review caseloads, COMPASassessments, and TAPs to ensure that there isaccurate completion and case supervision. Super-visors are stepping out of paper pushing and intoa role that is involved and engaging for agents

and offenders.Kristin Gagnon

Assistant ManagerMichigan Department of Corrections


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has always been in corrections. Enhancing motiva-

tion and having offenders participate in risk-

reduction activities is not only one way of holding

offenders accountable, it is also consistent with the

principles of evidence-based practice and effec-

tive interventions. Not surprisingly, then, a key tenet

of the ICM approach is the notion that offenders

will be encouraged to be active participants in

assessment, in identifying goals to address their

needs, in understanding the barriers and triggers

for failure, in participating actively in risk-reduction

interventions, and in identifying the networks of

support that will be important for their success.

Relationships BetweenOffenders and Staff

One implication of these new practiceschanging

roles and responsibilities of both staff and offenders,

active involvement of offenders in self-assessment

Consider some key skills staff will need when taking on additional roles in case management of offenders.

Providing disciplined empathy: Although staff should respect and care about offenders success, theyshould also demand accountability.

Developing partnership skills: Staff should form good working relationships with various stakeholders inoffender reentry, including other state agencies and external providers offering mentoring or job readinessservices.

Being creative, innovative, and exible: When the exact service or ideal plan of action is not an option, staffmust be able to adapt and create new solutions.

Being willing to learn and improve: Participating in continuous learning and being open to new approachesin the eld are critical to providing offenders with the best services.

Listening to and understanding what the offender is saying: Staff must be sure they ask for and understandthe offenders opinions, thoughts, and desires.

Keeping good notes and records: Keeping accurate documentation is necessary, not only to show offender orprogram progress but also to provide information to share with teams.

Allocating and sequencing necessary services: Staff must use an assessment process to create an effectivecase plan and should refer offenders to the speci c services they need.

Adapted from The Case Managers Guidebook, Sar Levitan Center for Social Policy Studies, Johns Hopkins Univer-sity Institute for Policy Studies; and Public/Private Ventures Ready4Work national demonstration program fortechnical assistance, September 2005; information online at www.levitan.org/initiatives.html#PPVTA.

Exhibit 41. Expanding Staff Skills To Support Case Management

and interventions, and collaboration on case

planningis that a somewhat altered relationship

between offenders and staff will be fostered and

required. Interestingly, the research underlying the

principles of evidence-based practice identi es

the relationship between offender and staff as a

key variable in promoting offender success. The

literature highlights mutual respect, openness,

attentiveness, structure and support, warmth and

empathy, genuineness, and exibility as important

qualities for staff to demonstrate in supporting

such relationships. 3

Supervision Practices

In addition to incorporating a case management

posture that embraces effective interventions and

behavior change as methods and ends for

managing offenders, ICM encourages a reframing

of supervision itself to build on the lessons coming


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P o s i t i o n

R o l e

R e s p o n s i b i l i t y

C h a n g e S t r a t e g y

T o o l s / P r o d u c t s

I n s t i t u t i o n a l

C h i e f E x e c u t i v e

D i r e c t s p o l i c y

a n d o p e r a t i o n s

i n c o r r e c t i o n a l

i n s t i t u t i o n s

.

E s t a b l i s h e s v i s i o n a n d m i s s i o n .

S u p p o r t s a p p r o p r i a t e a s s e s s m e n t

p r o t o c o l s .

S u p p o r t s a p p r o p r i a t e p r o g r a m m i n g

t h a t a d d r e s s e s t h e c r i m i n o g e n i c

n e e d s o f i n m a t e s

.

S u p p o r t s a l l a s p e c t s o f o p e r a t i o n s

t h a t f u r t h e r t h e a g e n c y m i s s i o n .

I d e n t i e s i n t e g r a t e d c a s e m a n a g e -

m e n t ( I C M ) a s a p r i o r i t y .

W o r k s t o e n s u r e t h a t p r o g r a m

c a p a c i t y m e e t s d e m a n d a n d t h a t

o f f e n d e r p r o c e d u r e s a n d p r o g r a m s

a r e i n p l a c e a n d t a r g e t e d t o

h i g h -

a n d m e d i u m - r i

s k o f f e n d e r s w h i l e

s e r v i n g t h e i r s e n t e n c e s a n d

p r e p a r i n g f o r r e e n t r y .

P a r t i c i p a t e s i n p o l i c y t e a m e f f o r t s t o s h i f t

t o w a r d t h e I C M a p p r o a c h

.

E m p o w e r s a s t r a t e g i c p l a n n i n g t e a m t o

i d e n t i f y a n d i m p l e m e n t n e w a s s e s s m e n t

p r o t o c o l s a s n e c e s s a r y .

E m p o w e r s a s t r a t e g i c p l a n n i n g t e a m t o

a s s e s s c u r r e n t p r o g r a m s a g a i n s t p r i n c i p l e s

o f e v i d e n c e - b

a s e d p r a c t i c e ( E B P ) a n d

m a k e a p p r o p r i a t e c h a n g e s o r a d d i t i o n s .

E n a b l e s t h e t a r g e t i n g o f r e s o u r c e s

a c c o r d i n g t o t h e p r i n c i p l e s o f r i s k

, n e e d ,

a n d r e s p o n s i v i t y .

F o r g e s r e l a t i o n s h i p s w i t h c o m m u n i t y

p a r t n e r s s t a t e w i d e .

V i s i o n a n d m i s s i o n s t a t e m e n t s

.

S t r a t e g i c p l a n

.

E s t a b l i s h e d a n d s t a t e d p r i o r i t i e s f o r t h e

t a r g e t i n g o f r e s o u r c e s .

P e r f o r m a n c e m e a s u r e m e n t s y s t e m t h a t

i d e n t i e s a n d p r o v i d e s p e r i o d i c f e e d b a c k o n

t h e i n d i c a t o r s o f s u c c e s s f u l I C M ( e

. g . ,

c o m m u n i t y s a f e t y m e a s u r e s

, r e e n t r y

i n d i c a t o r s ) a n d s y s t e m c h a n g e

.

P r o g r a m

S e r v i c e s D i r e c t o r

O v e r s e e s

d e l i v e r y o f

p r o g r a m

s e r v i c e s i n

i n s t i t u t i o n s

.

E s t a b l i s h e s a p p r o p r i a t e p r o g r a m m i n g

t o a d d r e s s c r i m i n o g e n i c n e e d s o f

i n m a t e s a c c o r d i n g t o E B P .

U n d e r t a k e s r e v i e w s o f e x i s t i n g p r o g r a m s

f o r c o n s i s t e n c y w i t h t h e p r i n c i p l e s o f E B P

( e . g . ,

C o r r e c t i o n a l P r o g r a m A s s e s s m e n t

I n v e n t o r y [ C P A I ] )

.

M o d i e s a n d a d d s t o e x i s t i n g p r o g r a m s t o

a d d r e s s c r i m i n o g e n i c n e e d s

.

C P A I o r s i m i l a r p r o t o c o l

.

J o b d e s c r i p t i o n o f P r o g r a m S e r v i c e s

D i r e c t o r i n c l u d e s r e s p o n s i b i l i t y f o r e n s u r i n g

c o m p l e t i o n o f C P A I

.

E x h i b i t 4

2 .

O f f e n d e r C a s e M a n a g e m e n t f o r S u c c e s s f u l R e e n t r y : R o l e s , R e s p o n s i b i l i t i e s , a n d

C h a n g e S t r a t e g i e s


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P o s i t i o n

R o l e





C l a s s i c a t i o n

a n d A s s e s s m e n t

S t a f f

O v e r s e e s

a s s e s s m e n t

o p e r a t i o n s

.

C o n d u c t s a s s e s s m e n t s o f o f f e n d e r s

s o o n a f t e r a d m i s s i o n t o p r o v i d e

i n f o r m a t i o n f o r t h e T r a n s i t i o n

A c c o u n t a b i l i t y P l a n ( T A P ) .

C o n d u c t s p e r i o d i c r e a s s e s s m e n t s a s

r e q u i r e d .

U p d a t e s a s s e s s m e n t f o r T A P

w i t h i n a

c e r t a i n t i m e o f a n t i c i p a t e d r e l e a s e .

P a r t i c i p a t e s i n t h e u p d a t i n g o f a s s e s s m e n t

p r o t o c o l s .

E s t a b l i s h e s c o m m u n i c a t i o n w i t h c a s e

m a n a g e r s t o a s s i s t i n t r a n s l a t i n g a s s e s s -

m e n t i n f o r m a t i o n i n t o c a s e p l a n s .

P o l i c y e s t a b l i s h i n g w h i c h p r o t o c o l t o u s e ,

a n d b e n c h m a r k s o n w h o w i l l b e a s s e s s e d

w i t h w h a t t o o l s a t w h a t i n t e r v a l s .

J o b d e s c r i p t i o n s o f a s s e s s m e n t s t a f f

c o n t a i n t h e e x p e c t a t i o n t h a t s t a f f w i l l

c o n d u c t t h e a s s e s s m e n t s a c c o r d i n g t o t h e

e s t a b l i s h e d b e n c h m a r k s .

J o b r e q u i r e m e n t s f o r h i r i n g i n c l u d e

a s s e s s m e n t s k i l l s .

T r a i n i n g i n a s s e s s m e n t p r o t o c o l s .

U n i t M a n a g e r

O v e r s e e s

o p e r a t i o n s i n

a n i n s t i t u t i o n a l

u n i t .

E n s u r e s s m o o t h o p e r a t i o n a n d

i m p l e m e n t a t i o n o f p r o t o c o l s a n d

p o l i c i e s .

S e t s e x p e c t a t i o n s f o r s t a f f r e g a r d i n g I C M

i m p l e m e n t a t i o n .

P r o v i d e s c o a c h i n g a n d m e n t o r s h i p f o r l i n e

s t a f f o n c a s e m a n a g e m e n t .

O b s e r v e s i n t e r a c t i o n s a n d p r o v i d e s

f e e d b a c k

.

I C M w o r k s h o p s .

F o r m a t s f o r c a s e p l a n s .

T o o l s f o r a s s e s s i n g s t a f f - o

f f e n d e r

i n t e r a c t i o n s

.


C a s e M a n a g e r

M a n a g e s a n d

s u p e r v i s e s

i n d i v i d u a l

o f f e n d e r s

.

W o r k s w i t h m e d i u m - a

n d h i g h - r i s k

o f f e n d e r s t o d e v e l o p c a s e p l a n s

d i r e c t e d a t t h e i r t o p d o m a i n s o f

c r i m i n o g e n i c n e e d

.

W o r k s w i t h o f f e n d e r s o n t h e i r

c o m m u n i t y s t a b i l i t y i s s u e s w h e n

a n t i c i p a t i n g r e l e a s e .

W o r k s i n c o n c e r t w i t h i n - r e a c h e l d

s t a f f a n d c o m m u n i t y m e m b e r s i n

p l a n n i n g f o r r e l e a s e

.

P a r t i c i p a t e s i n t r a i n i n g o n n e w c a s e p l a n

a n d c a s e m a n a g e m e n t p r o t o c o l s .

M e e t s w i t h c o m m u n i t y a n d e l d c o r r e c -

t i o n s i n - r e a c h t e a m s t o d e v e l o p T A P s a n d

c o m m u n i t y s t a b i l i t y p l a n s .

C a s e p l a n f o r m a t s , p o l i c i e s , a n d p r o c e d u r e s

.

M e m o r a n d u m s o f u n d e r s t a n d i n g w i t h o t h e r

s t a t e a g e n c i e s a n d p r i v a t e a g e n c i e s a r o u n d

i n - r e a c h a n d o u t r e a c h p r o t o c o l s .

I n - r e

a c h a n d o u t r e a c h p r o t o c o l s .

E x h i b i t 4

2 .


C h a n g e S t r a t e g i e s ( c o n t i n u e d )


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P o s i t i o n

R o l e




C o r r e c t i o n a l

O f c e r

M a n a g e s

i n m a t e

m o v e m e n t ,

d a i l y u n i t

a c t i v i t i e s , a n d

a s s u r e s s a f e t y

a n d s e c u r i t y

.

R e i n f o r c e s p o s i t i v e b e h a v i o r o n t h e

p a r t o f i n m a t e s t h r o u g h r o u t i n e


.

P a r t i c i p a t e s i n t r a i n i n g o n s t a f f - o f f e n d e r


.

R e c e i v e s e n c o u r a g e m e n t f r o m a g e n c y

l e a d e r s h i p o n h o w c r i t i c a l a r o l e t h e

c o r r e c t i o n a l o f c e r p l a y s i n r e i n f o r c i n g

p r o s o c i a l b e h a v i o r a n d e n g a g i n g o f f e n d e r s

i n t h e c h a n g e p r o c e s s .

T r a i n i n g c u r r i c u l a

.

P o s i t i o n d e s c r i p t i o n o f c o r r e c t i o n a l o f c e r

i n c l u d e s i n t e r a c t i o n s w i t h o f f e n d e r t o

r e i n f o r c e p o s i t i v e b e h a v i o r a n d e n h a n c e

m o t i v a t i o n .

R e l e a s i n g

A u t h o r i t y

M e m b e r s

D e t e r m i n e

t i m i n g ( i n s o m e

c a s e s ) a n d

c o n d i t i o n s o f

r e l e a s e

.

F a s h i o n r e l e a s e a n d c o n d i t i o n

p o l i c i e s a n d p r a c t i c e s t o m a x i m i z e

s u c c e s s f u l o f f e n d e r r e e n t r y f o r

c o m m u n i t y s a f e t y .

B e c o m e p a r t o f t h e p o l i c y t e a m t h a t p l a n s

i m p l e m e n t a t i o n o f t h e I C M a p p r o a c h .

A d j u s t r e l e a s e p o l i c i e s t o e x e r t m a x i m u m

l e v e r a g e o v e r o f f e n d e r s p a r t i c i p a t i o n i n

p r o g r a m m i n g a n d a c t i v i t i e s t h a t w i l l a d -

d r e s s t h e i r c r i m i n o g e n i c n e e d s b a s e d o n

p r i n c i p l e s o f r i s k , n e e d

, a n d r e s p o n s i v i t y .

A d j u s t t h e s e t t i n g o f c o n d i t i o n s t o s u p p o r t

s u c c e s s f u l o f f e n d e r r e e n t r y f o r c o m m u n i t y

s a f e t y .

D e v e l o p a c l e a r p o l i c y o n v i o l a t i o n s a s a

s u p p o r t o f I C M

.

P o l i c i e s a n d p r o c e d u r e s a b o u t e s t a b l i s h i n g

p a r o l e e x p e c t a t i o n s

.

T a r g e t e d r e l e a s e d a t e s f o r h i g h e r r i s k

o f f e n d e r s d u r i n g t h e i r e a r l y i n c a r c e r a t i o n s o

t h a t o f f e n d e r s c a n c o m p l e t e p r o g r a m s a n d

s t a f f c a n c r e a t e i n c e n t i v e s

.

N e w c o n d i t i o n s o f s u p e r v i s i o n a r e g e a r e d t o

t a r g e t o f f e n d e r s b y l e v e l o f r i s k a n d n e e d s .

V i o l a t i o n p o l i c y i n p l a c e

.

E x h i b i t 4

2 .




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E x h i b i t 4

2 .



P o s i t i o n

R o l e


C h a n g e S t r a t e

g y



P a r o l e S t a f f

P r e p a r e s c a s e s

f o r b o a r d

r e v i e w .

P r o v i d e s i n f o r m a t i o n f o r b o a r d r e v i e w

o n r e l e a s e s

, t h e s e t t i n g o f c o n d i t i o n s

,

a n d r e s p o n s e s t o v i o l a t i o n s

.

B r i d g e s t h e g a p b e t w e e n p a r o l e e l d

s t a f f a n d i n s t i t u t i o n a l s t a f f .

R e i n f o r c e s c h a n g e s l e a d i n g t o i m p l e m e n -

t a t i o n o f t h e I C M a p p r o a c h .

E n c o u r a g e s c o m m u n i c a t i o n a m o n g e l d

s t a f f , i n s t i t u t i o n a l s t a f f , a n d c o m m u n i t y

r e s o u r c e s .

F o r m a t s f o r r e v i e w o f i n s t i t u t i o n a l p r o g r e s s

t h a t f o c u s a t t e n t i o n o n i d e n t i e d d o m a i n s o f

r i s k a n d n e e d a n d h o w t h e y h a v e b e e n

a d d r e s s e d .

D i r e c t o r o f F i e l d

O p e r a t i o n s

O v e r s e e s e l d

p a r o l e s t a f f .

E n s u r e s t h a t a p p r o p r i a t e s t r u c t u r e s ,

s y s t e m s , t o o l s , a n d r e s o u r c e s a r e i n

p l a c e f o r e l d s t a f f t o e x e c u t e I C M

.

P a r t i c i p a t e s i n s t r a t e g i c p l a n n i n g e f f o r t s

f o r i m p l e m e n t a t i o n o f T P C .

A u t h o r i z e s r e s o u r c e s a n d n e c e s s a r y

c h a n g e s t o a s s e s s m e n t p r o t o c o l s ,

s u p e r v i s i o n s t a n d a r d s , c a s e a u d i t

p r o c e d u r e s

, a n d a l l o t h e r p o l i c i e s a n d

p r o c e d u r e s t o s u p p o r t o f f e n d e r c a s e

m a n a g e m e n t .

F o r g e s r e l a t i o n s h i p s w i t h c o m m u n i t y

p a r t n e r s s t a t e w i d e .

W o r k s w i t h p a r o l i n g a u t h o r i t i e s t o d e v e l o p

v i o l a t i o n p o l i c i e s t h a t s u p p o r t o f f e n d e r

c a s e m a n a g e m e n t .

P e r f o r m a n c e m e a s u r e m e n t s y s t e m t h a t

p e r i o d i c a l l y i d e n t i e s i n d i c a t o r s o f

c o m m u n i t y s a f e t y , r e e n t r y i n d i c a t o r s

, a n d

s y s t e m c h a n g e

.

F i e l d s t a f f i n - r e a c h p r o t o c o l s .

C a s e l o a d s d e s i g n e d t o a l l o w s t a f f t h e t i m e

t o t a r g e t h i g h e r r i s k a n d n e e d s o f f e n d e r s .

R e g i o n a l P a r o l e

S t a f f

O v e r s e e s e l d

o p e r a t i o n s i n a

p a r t i c u l a r p a r t

o f t h e

s t a t e .

E n s u r e s t h a t a p p r o p r i a t e s t r u c t u r e s

a r e i m p l e m e n t e d a n d m a n a g e d t o

s u p p o r t o f f e n d e r c a s e m a n a g e m e n t .

P a r t i c i p a t e s i n t h e i m p l e m e n t a t i o n a n d

t e s t i n g e f f o r t s o f n e w p o l i c i e s a n d

p r o c e d u r e s

.

L e a r n s n e w a s s e s s m e n t p r o t o c o l s .

D e v e l o p s i n t e r p e r s o n a l c o m m u n i c a t i o n

a n d c o a c h i n g s k i l l s .

M a s t e r s n e w a u t o m a t e d c a s e m a n a g e -

m e n t s y s t e m

.

L e a r n s n e w p e r s o n n e l p e r f o r m a n c e r e v i e w

s y s t e m a n d c a s e a u d i t p r o c e d u r e s .

F i e l d s t a f f i n - r e a c h p r o t o c o l s .

C a s e l o a d s d e s i g n e d t o a l l o w s t a f f t o t a r g e t

t i m e t o o f f e n d e r s w i t h m e d i u m a n d h i g h

r i s k s a n d n e e d s .


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E x h i b i t 4

2 .



P o s i t i o n

R o l e




F i r s t l i n e

S u p e r v i s o r

S u p e r v i s e s a n d

m e n t o r s l i n e

s t a f f .

C o n d u c t s c a s e s t a f n g s ( m e e t i n g s

b e t w e e n s t a f f a n d t h e i r s u p e r v i s o r o r

a m o n g s t a f f t o d i s c u s s s p e c i c

c a s e s ) a n d o b s e r v a t i o n s o f i n t e r a c -

t i o n s w i t h o f f e n d e r s .

P r o v i d e s c o a c h i n g f e e d b a c k t o l i n e

s t a f f r e g a r d i n g t h e i r p e r f o r m a n c e

.

P a r t i c i p a t e s i n t h e d e v e l o p m e n t o f n e w

p o l i c i e s a n d p r o c e d u r e s r e g a r d i n g I C M

.

P a r t i c i p a t e s i n t h e i m p l e m e n t a t i o n a n d

t e s t i n g o f n e w p o l i c i e s a n d p r o c e d u r e s .


D e v e l o p s i n t e r p e r s o n a l c o m m

u n i c a t i o n

a n d c o a c h i n g s k i l l s .


m e n t s y s t e m

.

L e a r n s n e w p e r s o n n e l p e r f o r m a n c e r e v i e w

s y s t e m a n d c a s e a u d i t p r o c e d u r e s .

L e a r n s m o t i v a t i o n a l i n t e r v i e w i n g .

R o u t i n e b o o s t e r s e s s i o n s f o r r s t l i n e

s u p e r v i s o r s o n m e n t o r i n g a n d c o a c h i n g

s t r a t e g i e s u n d e r t h e m o d e l .

P r o t o c o l s f o r o b s e r v i n g o f f e n d e r a n d s t a f f


.

L i n e P a r o l e

O f c e r

M a n a g e s a n d

s u p e r v i s e s

i n d i v i d u a l

c a s e s

.

C o n d u c t s a s s e s s m e n t s

.

L e a d s c a s e m a n a g e m e n t t e a m s .

U p d a t e s , w i t h t h e o f f e n d e r , t h e T A P f o r

t h e c o m m u n i t y p h a s e , f o c u s i n g o n

t h e t o p f o u r c r i m i n o g e n i c n e e d s .

R e f e r s t o p r o g r a m s / i n t e r v e n t i o n s

a d d r e s s i n g c r i m i n o g e n i c n e e d s .

P r o v i d e s p o s i t i v e f e e d b a c k f o r

a c c o m p l i s h m e n t s

.

U s e s f o u r p o s i t i v e i n c e n t i v e s f o r e a c h

n e g a t i v e s a n c t i o n .



m e n t s y s t e m

.

D e v e l o p s i n t e r p e r s o n a l c o m m

u n i c a t i o n

s k i l l s .

L e a r n s n e w T A P f o r m a t

s p e c i c a l l y

a d d r e s s i n g c r i m i n o g e n i c n e e d s

.

L e a r n s m o t i v a t i o n a l i n t e r v i e w i n g .

D e v e l o p s i n - r e

a c h r e l a t i o n s h i p s w i t h

i n s t i t u t i o n a l s t a f f .

L e a r n s r e s o u r c e s i n t h e c o m m u n i t y

.

D e v e l o p s a b i l i t i e s t o l e a d a c a s e m a n a g e -

m e n t t e a m

.

C a s e p l a n f o r m a t

.

R o u t i n e b o o s t e r s e s s i o n o n c o m m u n i c a t i o n

s k i l l s .

R e s o u r c e d i r e c t o r y o f a v a i l a b l e c o m m u n i t y

p r o g r a m s .

I n c e n t i v e s a w a r d s

, p r o f e s s i o n a l d e v e l o p -

m e n t t i m e , o r t i m e o f f t o b u i l d r e l a t i o n -

s h i p s w i t h o t h e r m e m b e r s o f a c a s e

m a n a g e m e n t t e a m

.


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E x h i b i t 4

2 .



P o s i t i o n

R o l e




T r a i n i n g S t a f f

D e v e l o p s a n d

p r o v i d e s

t r a i n i n g f o r s t a f f .

E n s u r e s t h a t t r a i n i n g r e s o u r c e s

a d e q u a t e l y e q u i p s t a f f f o r c u r r e n t a n d

e m e r g i n g r o l e s .

D e v e l o p s a n d d e l i v e r s t r a i n i n g f o r s t a f f o n :

A s s e s s m e n t p r o t o c o l s .

C a s e p l a n n i n g

.

E B P a n d C P A I

.

M o t i v a t i o n a l i n t e r v i e w i n g .

O f f e n d e r e n g a g e m e n t s k i l l s .

I n t e r p e r s o n a l c o m m u n i c a t i o n

s k i l l s .

C o g n i t i v e s k i l l s t r a i n i n g .

T r a i n i n g s t r a t e g y

, i n c l u d i n g :

C u r r i c u l u m a n d

t r a i n i n g m a t e r i a l s .

T r a i n i n g e v e n t s

.

H u m a n R e s o u r c e

S t a f f

A d m i n i s t e r s

p e r s o n n e l

f u n c t i o n s

.

D e v e l o p s s y s t e m s f o r h i r i n g

,

e m p l o y e e e v a l u a t i o n , a n d d e v e l o p -

m e n t t h a t s e r v e t h e m i s s i o n

o f t h e

a g e n c y

.

A s s e s s e s a n d r e t o o l s , a s n e c e s s a r y

, t o

s u p p o r t o f f e n d e r c a s e m a n a g e m e n t ,

i n c l u d i n g :

R e c r u i t m e n t a n d h i r i n g p r a c t i c e s

.

P e r s o n n e l e v a l u a t i o n p r o c e d u r e s

.

I n c e n t i v e s a n d r e w a r d s .

J o b d e s c r i p t i o n s

.

H i r i n g p r i o r i t i e s .

M i n i m u m r e q u i r e m e n t s f o r h i r i n g p o s i t i o n s

t h a t f o c u s o n a s s e s s m e n t

, c o m m u n i c a t i o n ,

a n d o f f e n d e r e n g a g e m e n t s k i l l s .


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out of changing correctional practices. Rather

than de ning supervision approaches as simply

monitoring and surveying offender compliance

with the conditions of supervision, the ICM ap-

proach reframes supervision to focus on offender

success as the outcome. This will require:

Carefully setting conditions so that they aretargeted by risk and need, limited in number,

and achievable.

Reframing contacts with the offender as oppor-

tunities to enhance motivation and engage the

offender in meaningful dialogue that supports

change. Contact should be more than just

another opportunity to monitor compliance.

Developing a problem-solving approach in

response to violations that occur when anoffender is under supervision in the community

an approach guided by an offenders level of

risk as well as the severity of the violations. The

use of graduated responses guided by clear

policy, such as the use of a violation matrix and

the incorporation of interventions designed to

reduce the likelihood of future offending and vio-

lations, are some of the innovations that are

consistent with an ICM approach. 4

Notes

1. Madeline M. Carter, Susan Gibel, Rachelle

Giguere, and Richard Stroker, Increasing Public

Safety Through Successful Offender Reentry:

Evidence-Based and Emerging Practices in Correc-

tions (Silver Spring, MD: Center for Effective Public

Policy, 2007).

2. D.A. Andrews and J. Bonta, The Psychology

of Criminal Conduct, 4th ed. (Cincinnati, OH:

Anderson, 2007).

3. D.A. Andrews and J. Bonta, The Psychology of

Criminal Conduct, 4th ed. (Cincinnati, OH:

Anderson, 2007); and C. Dowden and D.A. Andrews,

The Importance of Staff Practices in Delivering

Effective Correctional Treatment: A Meta-Analytic

Review of Core Correctional Practice, International Journal of Offender Therapy and Comparative

Criminology 48:203214, 2004.

4. Peggy B. Burke, Parole Violations Revisited: A

Handbook on Strengthening Parole Practices for

Public Safety and Successful Offender Transition

(Washington, DC: U.S. Department of Justice,

National Institute of Corrections, 2004).

As an agency, the Indiana Department of Correctionhas embraced the concept that reentry is truly anenhancement to public safety. Through numeroustrainings and policy changes, all staff at thedepartment understand their role in reentry. As westrive to provide the nest services to the offenderswe serve, staff have embraced the reentry initiativeand model prosocial behavior in every aspect oftheir jobs. Through the development of each

offenders individualized Reentry Accountability Plan,unit team staff work with the offender to addressneeds prior to and through their release.

David BurchDirector of Reentry

Indiana Department of Correction


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37CHAPTER 5: Organizational Supports

CHAPTER 5Organizational SupportsNecessary Resourcesfor ICM To Succeed at the Case Level

Case management is the strategic use o resourc-

es to accomplish specifc outcomes at the case

level. The e orts o entire organizationsand the

entire system o agencies involved in statewide and

community-level collaborationmust be geared

to support work at the case level. Following is a

discussion o the supports that leaders and policy-

makers will need as they reshape their organiza-

tions to acilitate o enders success ul transition

and reentry and to enhance public sa ety.

Clear Articulation of Visionand Mission

Both line sta involved in case management

and their direct supervisors will be able to alter

their responsibilities in support o integrated case

management (ICM), but only i their organiza-

tions are reorganized. O utmost importance is a

clear articulation o a vision and a mission that are

supportive o case management changes. Those

states that have gone through the Transition rom

Prison to the Community (TPC) implementation

process, including the ormation o a leadership

team at the state level, will have developed a clear

vision and mission. This should have helped orm

the oundation or changes at the case manage-

ment level. Other agencies considering changes

must also create a clear vision and missionones

that incorporate the values and principles o

ICMto lead and support the changes outlined

in this handbook. In any jurisdiction, it is important

to remember that revisiting a vision and mission

requentlywith energy and with authoritywill

support the changes occurring at the line sta

level as the new approach to case management is

implemented.

The states o Missouri and Oregon provide two

good illustrations o how a clear articulation o vi-

sion and mission statements relates to changes in

case managementand how a state can present

a vision and mission to sta and the public in ways

that increase understanding, support, and energy

Articulating the Vision in Oregon

Oregon, as it developed and embraced the Oregon Accountability Model, speci cally included the roleof case planning and management, emphasizingthat there would be a corrections plan for everyinmate that is tracked, throughout an inmatesincarceration and supervision in the community.

The ier used as part of Oregons public educationefforts is included as appendix 5.

Improved Public Safety in Missouri

Missouri explained its case management modelas designed to enhance public safety by assess-ing offender risk and needs to determine risk-proportionate supervision levels for institutionaland community supervision and to target the bestintervention for the offender to reduce victimizationand the likelihood of committing new offenses.

See the full package used to communicate thevision of the Missouri ICM approach in appendix 6.


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or implementation e orts. As the states introduced

the new ICM approach, they developed clear

in ormation and materials about the approach

and linked it to the overarching goals o improved

public sa ety and o ender success.

ToolsA variety o tools must be in place or line sta and

frstline supervisors to put the ICM approach into

practice. These tools all require that leadership

take deliberate actions to secure the appropriate

resources, change applicable policies and pro-

cedures, and ensure that sta are taught how to

apply the tools in practice.

Risk and Needs Assessment Protocols

To carry out these responsibilities, sta will need aset o tools created and sanctioned by agency

policy that will enable them to be success ul and

per orm their work well. Although such protocols

are not su fcient to ensure good case manage-

ment, they are a necessary component in accom-

plishing it.

There are two basic strategies or putting assess-

ment protocols in place. First, agencies can

identi y protocol(s) that have been developed

and validated elsewhere. Once identifed, the

assessment protocols must be validated and

normed to the jurisdictions population or them to

be appropriate or use. Such a process is becom-ing more common than in previous years. For

example, Georgia, Michigan, New York, and other

states involved in the TPC program have made the

e ort, allocated the resources, and changed

practice to incorporate the assessment protocols

so essential to evidence-based practice and

success ul o ender reentry.

The other strategy is to develop and validate an

assessment protocol through research on a states

own population, without modeling it specifcally onprevious protocols used and validated elsewhere.

Case Management Plan Formats

The key tool to implementing the ICM approach is

a single, dynamic case management plan, re erred

to in this document as the ICM case plan. Such a

plan was explicitly included in the TPC model

under the name Transition Accountability Plan, or

TAP. The mandate to develop such case plans

and the ormats and resources to complete them

must be dictated by agency policy and supported

by ormal procedures and resources.

The ICM case plan must be based on good, em-

pirically based and validated assessments o risk

and needs, must lay out appropriate interventions

to address the highest areas o criminogenic need,

and must be updated to re ect progress. It must

be developed early in the period o incarceration,

shared with members o the case management

team, and ollow the o ender throughout his/her time in the institution and under postrelease

supervision and beyond. Optimally, jurisdictions

automate the materials so that the collaborative

case management team can update and share

in ormation across organizational boundaries.

Automation will also make tracking progress across

Case Plan Components

In Rhode Island, the case plan format implementedas part of the Transition from Prison to the Commu-nity Initiative is organized around the needsassessment from the Level of Services Inventory-Revised: criminal history, education/employment,

nances, family/marital status, housing, leisure/ recreation, peers, alcohol/drug use, emotional/ personal well-being, and attitude/outlook.

Another critical part of the case plan is the ReleaseReadiness Checklist, which addresses stability and

other factors important to successful transition tothe community.

The Rhode Island case plan format is presented inappendix 7.


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all cases more manageable. Sta would be able to

analyze data rom the ICM case plans or outcomes.

At a minimum, an ICM plan should identi y the

risk level and criminogenic needs o the o ender

through the assessment and identi y the strategies

used to address obstacles and triggers. It should

outline the o enders responsibilities clearly andconcisely and have specifc goals related to the

highest levels o criminogenic need. For each

goal, the ICM plan should contain strategies

that are clearly stated, measurable, attainable,

relevant, and have a timeline. It should identi y the

o enders strengths and mobilize them as part o i ts

strategies.

The ICM plan should also assess an o enders

readiness or change, so that the case manage-

ment team can consider the best ways to en-

hance the motivation or change. The research is

very clear about the act that individuals do make

changes in their behavior all the time. A Stages o

Change Model, based on that research, can help

practitioners understand these various stages. 1

Exhibit 51 portrays the stages o change and

strategies that the National Institute o Corrections

recommends to move o enders through the

process o reentry into the community.

Perhaps most important, the same ICM plan

modifed over time to re ect accomplishments,

di fculties, and changes in risk or needmust be

used throughout the process, building on past

o ender experiences and in ormation. It is frst

developed in the institution and then changed to

re ect progress, di fculties, changing goals, and

so orth. It must move with the o ender through

all three phases o the process and be the

game plan in which all members o the ICM

team collaborate.

As part o its work in implementing the TPC model

and an ICM approach, the Rhode Island Depart-

ment o Corrections designed a new ormat or its

o ender case management plan that is structured

around the level o risk and the criminogenic need

domains identifed through individual assessments.

It has specifc components such as an o enders

own assessment o his/her goals and provides the

o ender with personalized in ormation resources. It

also ollows the o ender through the entire reentry

process and serves as a guide or the ICM team inits work with the o ender.

Information Support

It is not enough just to provide sta with a case

plan ormat to adopt. Agencies will also have to

provide additional in ormation and train sta on

how to use the case plan to acilitate the o ender

management process. For example, exhibit 52

highlights some o the instructions provided to sta

in the Rhode Island Department o Corrections or

completing the case plan.

An Offenders Readiness for Change

A growing number of correctional agencies areconducting structured interviews with offenders sothat staff can understand their readiness to changeand incorporate it into their case managementplans. These interviews explore whether offendersare in precontemplation and might agree with astatement such as Im not the one with theproblem. It doesnt make much sense for me to behere, or whether they might be ready to takeaction for change and agree with a statement suchas I have started working on my problems, but Iwould like help.

An example of a structured interview assessingreadiness to change is the University of RhodeIsland Change Assessment (URICA), shown in

appendix 8.For an example of another structured inventory,see C. Jesness, The Jesness Inventory Classi ca-tion System,Criminal Justice and Behavior 15(1):7891, 1988.


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Offender Self-Assessment

Another tool that some agencies are adopting

as a way o engaging the o ender in the process

o change is an o ender sel -assessment. This asks

the o ender to consider his/her own strengths

and challenges, what his/her goals are, and what

specifc activities he/she will undertake to accom-plish those goals. An o ender sel -assessment also

creates an opportunity or dialogue between the

o ender and sta that will create opportunities or

engagement. Given the importance o developing

a sound, respect ul relationship between o enders

and sta , the opportunities or engagement pro-

vided by the use o such tools are signifcant. Some

jurisdictions integrate this sel -assessment into the

overall assessment process. Some jurisdictions use

a stand-alone tool that serves to begin the con-versation with an o ender as the assessment and

case planning process get under way.

Memorandums of Understanding

Because o enders are anticipated to need and

receive access to services and resources rom

within the correctional system and rom other

partner agencies, jurisdictions must provide line

sta with memorandums o understanding

directives that explain how agencies will cooperate

at the case level. Although individual line sta will

be expected to work with sta rom other agencies

in the case management process, agency leader-

ship must set the stage or such collaboration by

establishing partnerships at the leadership level. It

is also important that agencies maintain routine

working relationships through collaborative teams

so that they can address di fculties as they arise

over time and lead any e orts at system change

(which can o ten take months or years to com-

plete). Although developed at the highest levels o

agency leadership in their respective states, theseagreements provide signifcant support to case

management e orts by ensuring that case man-

agers address basic community stability actors

as o enders make the transition rom prison to

the community.

In-Reach Protocols

One term emerging in the reentry feld is in-reach.

This term describes the activities o individuals who

work primarily outside o correctional institutions but

who, in anticipation o o enders release, reach in

to the institution through a personal visit, phone

call, or other communication to make contact with

the o ender and institutional sta . 2 The general

notion is that par t o creating a continuous process

rom beginning to end is creating an opportunity

or all key stakeholderso enders, institutional

program and custody sta , feld sta , community

service providers, amilies, and mentorsto discuss

and clari y the implications o assessment, case

plans, and implementation strategies. This type oactivity requires ormal recognition through policy

and procedure so that sta will understand that it is

expected and supported.

Supporting Information for MichiganPrisoner Reentry Initiative Staff

The Michigan Department of Corrections providesstaff with further instruction on how the nature ofcollaboration in case management looks differentfor different types of offenders. The roles of the eldagent and transition teams vary from track to track.

Offender Self-Assessment

Community supervision staff in the state ofMaryland use an instrument called the OffenderSelf-Assessment Survey (O-Self) to engage

offenders in assessing themselves. It asks theoffender about his/her problems and strengthsin 10 areas and asks whether the offender isinterested in improving. It also probes whathe/she could do to improve the situation.


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Staff Skills

Because the ICM approach to case management

is a signifcant shi t rom a monitoring and surveil-

lance approach, sta will require skill sets not

typically required or nurtured in the past. Someexamples o these skills are motivational interview-

ing, cognitive re ective communication, and

general interpersonal skills. Other skills are the

willingness and ability to become part o an ICM

team and learning how to identi y the role o each

member o the team in the design and implemen-

tation o a case plan that involves the o ender and

other partners.

Michigans Skill Development Efforts

Michigan has mounted a major effort to developa case management curriculum that includesmodules on the overall mission of successfuloffender reentry as well as topics such asevidence-based practice, the administration ofits risk/needs assessment tool (the COMPAS),motivation, re ective listening, case planning, and

balancing the two aspects of corrections: maintain-ing order and changing behavior.

Appendix 13 presents an outline of the Michigancase management curriculum, illustrating thebroad range of skills that are required of staffengaged in case management and that aretargeted in their training.

Purpose of the Case Planning Process in Rhode Island

Engage offenders in a process of self-re ection about the issues that are most likely to interfere with theirsuccess following release.

Provide offenders some information about the results of their objective risk assessment.

Gauge offenders level of motivation to address these issues and determine their priorities.

Help offenders identify their unique problem areas and triggers in those areas known to correlatewith reoffense.

Support offenders in considering their assets or areas of strength that can mitigate the risks.

Guide offenders in making speci c plans to address these high-risk behaviors.

Assist offenders in identifying the speci c stability conditions that could interfere with their success, andhelp them make plans to address the conditions so they are prepared for release into the community.

Provide a tool to assess and measure progressand make future plansover the course of time. Adapted from Instructions for Completing the Case Plan, Case Plan Pilot Project, Rhode Island Department ofCorrections, January 2009.

Exhibit 52. Instructions for Completing the Case Plan for Rhode IslandDOC Staff

MOUs Supportive of Offender Reentry

The Departments of Corrections for both Missouriand Michigan signed memorandums of under-

standing with other state agencies to improve theprocess of securing valid forms of identi cation foroffenders.

Appendixes 11 and 12 provide examples ofagreements among agencies geared to speci ccollaborative efforts supportive of offendertransition and reentry.


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A commitment to quality assurance can be highlybene cial to an organization, but [its] creation andimplementation requires effort and attention todetail. [It] should be afforded the same level ofplanning and staff commitment that would begiven to any other signi cant project.

Implementing Evidence-Based Practice in Community Corrections: Quality Assurance Manual,

by Meghan Howe and Lore Joplin (Boston:Crime and Justice Institute, 2005), p. 5.

with examples and tools to assist an agency in

creating a quality assurance capacity to support

implementation o the ICM approach.

A number o states have made signifcant progress

in implementing quality assurance methods. As

Georgia developed an integrated approach to

case management, it ormed what it calls ParoleSuccess Advisory Teams, which ensure that the

wealth o experience and in ormation being accu-

mulated across the state is shared across districts

statewide as they refne their case management

and supervision skills. Quality control provides

constructive eedback to parole leaders who are

ocused on ensuring o enders success ul transition

to the community. For in ormation about Indianas

work on quality assurance, see exhibit 53.

Performance Measurementand Feedback

In addition to quality assurancea process that

tracks whether and how well sta at all levels are

executing various responsibilitiesan important

aspect o organizational support or case man-

agement is a per ormance measurement system

that tracks the outcomes o case management.

(See exhibit 54 or some examples o measures

that might be indicative o e ective case manage-

ment.) Georgia developed a number o exemplary

per ormance measurement practices. Amongthem is a tracking system that tracks per ormance

benchmarks or all parole o fcers, parole o fces,

and regions.

The Indiana Department of Correction (IDOC) has adapted the Transition Accountability Plan into the Reentry Accountability Plan (RAP). IDOC completes a RAP on every offender who enters the system and then follows eachoffender from his/her rst facility to his/her release into the community. Six months before an offenders release,a progress report is completed for community corrections, community transition programs, and for communica-tion to agencies needing information outside IDOC. After initializing the RAP and progress report process in IDOC,the need to standardize the process became evident: (1) information being sent out from IDOC needed to beconsistent and uniform across the board, and (2) staff needed individual assistance in writing RAPs and progressreports.

In June 2007, IDOC initiated a year-long quality assurance program called the Case Management AnalysisProgram. Under this effort, RAPs and progress reports were measured for completion as well as quality. Each

month, every staff member completing RAPs and progress reports had one random sample pulled. That samplewas measured on a point system and given a status of green, yellow, or red, depending on its score. Eachmeasured RAP and progress report was then reviewed by a reentry monitor with the case management staffperson present, allowing speci c training to occur. By June 2008, vast improvements in standardization hadoccurred. Although the systems quality assurance score averaged 1 out of 16 in June 2007, a year later, thesystems average score had improved to 10 out of 16.

Exhibit 53. Indiana Department of Correction Case ManagementAnalysis Program


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Organizational Infrastructure

It is clearly important to discuss new expectations

o line sta under the ICM approachto train sta ,

provide them with tools, and reduce workloads. It

will be equally important to enshrine these chang-

es in the standard in rastructure o large organiza-

tions. Position descriptions must re ect these newexpectations. Jurisdictions must retool their supervi-

sion and mentoring o sta to support the model;

they must bring frstline supervisors into the change

process and redefne their expectations or their

roles. They must also revisit and retool their per or-

mance appraisal systems.

Performance Measurement System

The Georgia Board of Pardons and Paroles has de-veloped an electronic performance measurementsystem that includes a database available to allstaff online and in real time, providing a snapshot

of how cases are currently being managed.For an illustrative screenshot of the system, seeappendix 17.

Assessment

Percentage of population with assessment completed.

Percentage of population with reassessment completed according to policy.

Change in protective measure score between assessment and reassessment.

Case Planning

Percentage of medium- to high-risk offenders [who] have case plans.

Percentage of case plans that address the top three criminogenic needs.

Average Length of Supervision

For low-risk offenders.

For medium-risk offenders.

For high-risk offenders.Revocations

Number of technical violations resulting in revocation to jail.

Number of technical violations resulting in revocation to prison.

Treatment

Percentage of high-risk offenders referred to treatment.

Percentage of high-risk offenders [who] attended treatment.

Percentage of total population [who are high risk and] attended treatment.

Adapted fromImplementing Effective Correctional Management of Offenders in the Community,byMeghan Howe and Lore Joplin (Boston: Crime and Justice Institute, 2005).

Exhibit 54. Sample Performance Measures To Track CaseManagement Outcomes


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One cannot expect this new approach to case

management to be success ul i jurisdictions

continue to evaluate feld sta solely on whether

they have met their contact standards. This is not

to say that jurisdictions must necessarily abandon

contact standards, but it does mean that contact

standards should address not only the quantity

o contact but also the type o interaction thathappens during those contacts. Jurisdictions must

put quality control systems in place. The ull range

o policies and procedures must be reviewed to

identi y the ways in which they do and do not

support the ICM approach, and then they must be

modifed accordingly. Georgia uses Parole Suc-

cess Advisory Teams to translate this approach into

specifc expectations about sta per ormance at

all levels.

Program Availability and Access

An important principle o evidence-based practice

is that e ective interventions can reduce the risk

o recidivism. Line sta s case management ap-

proach will be success ul only i such interventions

are available and accessible and are directed to

the right o enders or the right needs. Agencies

will need to put this in rastructure in place or case

management to be e ective. One o the frst steps

in the process is to identi y precisely what programs

are available and what roles they can play in

reducing risk and recidivism.

As the Michigan Department o Corrections movedorward in its implementation e orts, it did a com-

plete review o existing programs, using a program

evaluation tool to identi y the specifc criminogenic

needs that each is equipped to address. This in or-

mation is extremely help ul to sta as they engage

in the development and implementation o case

plans specifcally geared toward criminogenic

needs o o enders.

Within correctional institutions, access to programs

is directly a ected, not only by the number o

program slots available in a needed treatment

area but also by their location, along with the loca-

tion and security level o the o ender. Leadership

will need to explore how policies on population

movement and security level canand mustbe

modifed to support access to required programs

within a reasonable time rame so that e ective

case management can be supported. Some states

have begun creating special housing units or insti-

tutions where o enders preparing or release withinthe coming 612 months have reasonable access

to programming resources and in-reach activities

that will occur in the months be ore release.

In the community, access to services is likely to

depend even more directly on the collaborative

partnerships established as part o overall reentry

e orts. States participating in the TPC Initiative have

been able to orge partnerships such that other

agencies have identifed o enders returning to

the community as important target populations

or their services. Although line sta and frstline

supervisors will be critical actors in case plan-

ning and management with individual o enders,

unless these agency partnerships are in place, it

will be di fcult to connect individuals returning to

The eld division of the Georgia Parole Board hastruly adopted a business mentality which supportsan environment of constant self-evaluation andimprovement. This drives the efforts of individualstaff members to deliver their highest quality ofwork towards mission achievement.

It simply is not good enough to incorporateevidence-based practices into the toolbox ofparole of cers and train them on the mechanismsthat support successful reentry. It takes continuouscommunication and reinforcement from seniormanagers on the causal linkage between indi-vidual staff efforts and the outcome that we areseeking to achieve, then measuring those out-comes and providing real-time feedback on results.

Danny Hunter

Director of Field OperationsGeorgia Board of Pardons and Paroles

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