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

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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

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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

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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

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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

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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)

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Begins with a student and a multi-disciplinary

team upon entry into a residential commitment

program.

TRANSITION in Department of Juvenile Justice

Residential Programs…

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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

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Understanding Secondary

Transition for Students with

Disabilities in DJJ Programs

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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)

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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!

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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

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Dear Colleague Letter on the Individuals with

Disabilities Education Act (IDEA)- FAPE in Least

Restrictive Environment

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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

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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

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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

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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??

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The Federal Uniform Graduation Rate

Credits all students enrolled in DJJ facilities back to their

home schools.

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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

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New Initiative in DJJ schools: Referrals to STAR Program

(pre-employment Transition Services) for Self-Advocacy

training.

Self-Determination and Self-Advocacy

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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

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Collaboration is the

key to Successful

Transition Planning

DJJ Transition

Plan

Transition IEP

Successful Transition

for Students with

Disabilities

Summary

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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!

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Presenter Contact Information

Carla Greene

FDOE and Project 10:

Transition Education

Network

Juvenile Justice Liaison

Email:

carlagreene@usfsp.edu

Office: 850-528-6720

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