Transforming Juveniles through     Successful Transition           (TJST)
Transforming Juveniles through Successful TransitionMission: Increase the number of juveniles successfully reintegrated ba...
Stages of Transition Stage 1:           Stage 2:       Stage 3:      Stage 4:Entry Into       In Residence     Exit From  ...
Education and Career Action Plan (ECAP)-Single Case Plan                   for Coordination, Outcome-Oriented Focus, and S...
Transforming Juveniles Through Successful Transition (TJST)                                                             Or...
Data        “Arizona ‘s Juvenile Court Counts”, 2011; “Maricopa County Juvenile Probation Department Data Book”, 2011     ...
Data      “Arizona’s Juvenile Court Counts”, 2011; “Maricopa County Juvenile Probation Department Data Book”, 2011        ...
Data                             63.86 % of                                                                          the  ...
Pyramid of Transition Intervention                      • Intensive Structured SupportOur Target            • 12-Month Reg...
Four Affiliations               Career/              EducationHobbies/                  Home/Recreation                Fam...
Descriptions of the                                    Four Affiliations           Education and Career                   ...
Conditions for Success in                         Four Affiliations           Education and Career                        ...
Students Set Personal Goals in Four Areas:            • Education and Career            • Home and Family            • Com...
Goals & Plan in Measurable Terms             Transition Goals & Plan In Measurable Terms        What                   Whe...
Vision for Youth
Dorothy (Dottie) Wodraska    Director of Juvenile Transitiondorothy.wodraska@mcesa.maricopa.gov             602-506-2469  ...
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Transforming Juveniles Through Successful Transition

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TJST presentation

  1. 1. Transforming Juveniles through Successful Transition (TJST)
  2. 2. Transforming Juveniles through Successful TransitionMission: Increase the number of juveniles successfully reintegrated back intoschools and the community through coordinated transition support for 1200post release juveniles, thereby reducing recidivism and the expense to adultand juvenile detention and jail facilities.Goals:o By 2017, increase the number of juveniles enrolled in public traditional or non- traditional schools on track for high school graduation, college completion &/or career readiness.o Decrease recidivism of post-release juveniles through use of a single case transition plan (ECAP) to ensure positive affiliations in four areas: Education & Career, Hobbies & Recreation, Home & Family and Community & Service.o Reform training and preparation for Alternative Education Program personnel to prevent juvenile delinquency and decrease juvenile referrals and recidivism.
  3. 3. Stages of Transition Stage 1: Stage 2: Stage 3: Stage 4:Entry Into In Residence Exit From AftercareThe Justice (Detention; Incarceration System Commitment; Incarceration) A Systemic Approach
  4. 4. Education and Career Action Plan (ECAP)-Single Case Plan for Coordination, Outcome-Oriented Focus, and Successful Movement between Agencies Stage 1 Entry into Stage 2 Stage 3 Stage 4 Justice In Residence Exit from Incarceration Aftercare SystemFunctions of  Diagnostic Academic  Approved Transition  Traditional High Schoolthe Court Assessment School Placement PlacementSystem  Career & Interest  Improvement of Skills  Ensure Credit TransferOutside the Inventory  Earning of Credits  Maintain AffiliationsScope of the  Establishment of ECAP  Transition to Traditional with Home & Family;Education  Life Skills Instruction High School Hobbies & Recreation,Program  Individual  Develop Affiliations with Community & Service; Educational Program Home & Family; Hobbies and, Education & CareerDistrict & of Study & Recreation; Community  Track Progress &School  Mental Health Services & Service; Education & GrowthPrevention/ Provided as Career  High SchoolIntervention Appropriate  Mental Health Services Graduation, Post-Training Secondary, and Career  Mental Health Services Single Case Plan (ECAP) & the Four Stages of Transition
  5. 5. Transforming Juveniles Through Successful Transition (TJST) Organization Chart Program Director Inter-Agency Board of Directors for MYTAC Successful JuvenileTransition Data Coordinator Regional Regional Transition Transition Coordinator CoordinatorTransition Transition Transition Transition Transition Transition Transition TransitionFacilitator Facilitator Facilitator Facilitator Facilitator Facilitator Facilitator Facilitator
  6. 6. Data “Arizona ‘s Juvenile Court Counts”, 2011; “Maricopa County Juvenile Probation Department Data Book”, 2011 Standard Probation Conditional freedom granted by the juvenile court to an adjudicated juvenile on the condition of continued good behavior and regular reporting to a probation officer. State: 2010 (9,351) Cnty: 2010 (4,443) No. of prior referrals 2011 (7,793) 2011 (4,189) 2010: 21.8% 2010: 21%“0” prior referrals 2011: 23.25% 2011: 18% 2010: 46.1% 2010: 49.3%“1-3” prior referrals 2011: 47.86% 2011: 41.6% 2010: 19.5%“4-6” prior referrals 2011: 18.59% 2010: 29.6% 2011: 23.5% 2010: 12.5 %“7 or more” prior referrals 2011: 0.31%
  7. 7. Data “Arizona’s Juvenile Court Counts”, 2011; “Maricopa County Juvenile Probation Department Data Book”, 2011 Juvenile Intense Probation (JIPS)JIPS is a sentencing consequence used by the juvenile court judges for those youth who are in need of a higher level of supervision and a structured programming enacted into law in 1987. State: 2010 (1,568) Cnty: 2010 (560) No. of prior referrals 2011 (1,449) 2011 (483) 2010: 4.53% 2010: 2.85%“0” prior referrals 2011: 4.42% 2011: 3.5% 2010: 22.76% 2010: 18.21%“1-3” prior referrals 2011: 19.81% 2011: 15.11% 2010: 29.52%“4-6” prior referrals 2011: 31.05% 2010: 78.92% 2011: 81.36% 2010: 43.17%“7 or more” prior referrals 2011: 44.72%
  8. 8. Data 63.86 % of the “Arizona’s Juvenile Court Counts”, 2011 detained Education Status of Juveniles Detained students are not 2010: (9,519) 2011: (8,340) on their 2010: 3,259 2010: 34.24% way Enrolled to 2011: 2,959 2011: 35.48% graduation 2010: 52 2010: 0.55% Graduated and are not 2011: 42 2011: 0.50% affiliated. 2010: 18 2010: 0.19% GED 2011: 13 2011: 0.16% 2010: 653 2010: 6.86%Not Enrolled Probably unaffiliated 2011: 497 2011: 5.96% 2010: 31 2010: 0.33% Expelled Probably unaffiliated 2011: 54 2011: 0.65% 2010: 57 2010: 0.60% Suspended Probably unaffiliated 2011: 65 2011: 0.78% 2010: 102 2010: 1.07% Withdrawn Probably unaffiliated 2011: 86 2011: 1.03% 2010: 5,347 2010: 56.17% Unknown Probably unaffiliated 2011: 4,624 2011: 55.44%
  9. 9. Pyramid of Transition Intervention • Intensive Structured SupportOur Target • 12-Month Regular Follow-upGroups • RTC/Approved Transition 5-15% School/Wrap-Around Services • Increased Levels of Individualized Intervention 25-35% • 30-60-90-Day Follow-up • ECAP • Individualized Instruction 100% • 30-Day Follow-up
  10. 10. Four Affiliations Career/ EducationHobbies/ Home/Recreation Family Community/ Service
  11. 11. Descriptions of the Four Affiliations Education and Career Home and FamilyEducation is widely recognized as a most important Social relationships among family members have beenfactor for future success. Through school and school- established as the best predictors of children’srelated activities, youth learn how to develop the behavioral outcomes. Youth need stable care in the formintellectual, socio-cultural, interpersonal skills and of food, clothing, safe shelter and caring and supportivecompetencies and work-readiness skills that they will adults as well as access to treatment and social servicesneed as they pursue career goals and aspirations for the to meet their assessed needs in order to developfuture and prepare for adulthood. resiliency and strengthen social bonds to ensure positive youth development. Youth Community and Service Hobbies and Recreation A sense of civic responsibility and engagement in Opportunities to select and participate in age appropriate service of making the world a better place supports hobbies and recreational activities in safe and engaging and values youth as an asset and fosters a sense of environments that are related to personal aspirations for self-worth necessary for healthy development. The adventure, activity, fun and a healthy lifestyle and that key is finding age-appropriate activities for providing provide youth with nurturing, skill building, social- service in meaningful ways that educate youth while emotional development, exploration of interests and supporting good causes that involve clear norms for positive engagement help to develop a variety of responsible behavior and are facilitated by caring and interests that can have a substantial impact on positive supportive adults. youth development and impact on a range of prevention outcomes.
  12. 12. Conditions for Success in Four Affiliations Education and Career Home and FamilyAppropriate and engaging educational environment Food, clothing and safe shelter including therelated to career goals and aspirations availability of treatment & social services to meetHigh expectations and caring supportive adults and assessed needspeers High expectations and clear norms for responsibleOpportunities for success in achieving educational behavior from caring and supportive adultsgoals and in securing and retaining employment and Opportunities to participate and contribute inreaching career goals meaningful ways in the life and work of the family Youth Community and Service Hobbies and RecreationSupportive community that values youth as an asset Age appropriate, safe and engaging environmentsand provides resources necessary for healthy for developing and pursuing a variety of interestsdevelopment in re-creating selfHigh expectations and clear norms for responsible High expectations and clear norms for responsiblebehavior from caring and supportive adults behavior from caring and supportive adultsOpportunities to participate and provide service in Opportunities to select and participate in leisuremeaningful and valued ways to meet the needs of the activities that are related to personal aspirations forcommunity adventure, activity, fun and a healthy lifestyle
  13. 13. Students Set Personal Goals in Four Areas: • Education and Career • Home and Family • Community and Service • Hobbies and Recreation Single Case Transition Plan & Career Action Plan
  14. 14. Goals & Plan in Measurable Terms Transition Goals & Plan In Measurable Terms What When Evidence Step 1 Step 2 Step 3
  15. 15. Vision for Youth
  16. 16. Dorothy (Dottie) Wodraska Director of Juvenile Transitiondorothy.wodraska@mcesa.maricopa.gov 602-506-2469 www.maricopa.gov/schools

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