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Transforming Juveniles Through Successful Transition
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Transforming Juveniles through
Successful Transition
(TJST)
Transforming Juveniles through Successful Transition
Mission: Increase the number of juveniles successfully reintegrated back into
schools and the community through coordinated transition support for 1200
post release juveniles, thereby reducing recidivism and the expense to adult
and 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.
Stages of Transition
Stage 1:
Entry Into The Justice
System
Stage 2:
In Residence (Detention;
Commitment; Incarceration)
Stage 3:
Exit From Incarceration
Stage 4:
Aftercare
A Systemic Approach
Stage 1
Entry into
Justice
System
Stage 2
In Residence
Stage 3
Exit from Incarceration
Stage 4
Aftercare
Functions of
the Court
System
Outside the
Scope of the
Education
Program
District &
School
Prevention/
Intervention
Training
Diagnostic Academic
Assessment
Career & Interest
Inventory
Establishment of ECAP
Life Skills Instruction
Individual
Educational Program
of Study
Mental Health Services
Provided as
Appropriate
Approved Transition
School Placement
Improvement of Skills
Earning of Credits
Transition to Traditional
High School
Develop Affiliations with
Home & Family; Hobbies
& Recreation; Community
& Service; Education &
Career
Mental Health Services
Traditional High School
Placement
Ensure Credit Transfer
Maintain Affiliations
with Home & Family;
Hobbies & Recreation,
Community & Service;
and, Education & Career
Track Progress &
Growth
High School
Graduation, Post-
Secondary, and Career
Mental Health Services
Single Case Plan (ECAP) & the Four Stages of Transition
Education and Career Action Plan (ECAP)-Single Case Plan
for Coordination, Outcome-Oriented Focus, and Successful Movement between Agencies
Inter-Agency Board of Directors for
Successful JuvenileTransition
Regional Transition
Coordinator
Transition Facilitator
Transition Facilitator
Transition Facilitator
Transition Facilitator
Data Coordinator
Regional Transition
Coordinator
Transition Facilitator
Transition Facilitator
Transition Facilitator
Transition Facilitator
Program Director
MYTAC
Transforming Juveniles Through Successful Transition (TJST)
Organization Chart
Data
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.
No. of prior referrals State: 2010 (9,351)
2011 (7,793)
Cnty: 2010 (4,443)
2011 (4,189)
“0” prior referrals 2010: 21.8%
2011: 23.25%
2010: 21%
2011: 18%
“1-3” prior referrals 2010: 46.1%
2011: 47.86%
2010: 49.3%
2011: 41.6%
“4-6” prior referrals 2010: 19.5%
2011: 18.59% 2010: 29.6%
2011: 23.5%
“7 or more” prior referrals 2010: 12.5 %
2011: 0.31%
“Arizona ‘s Juvenile Court Counts”, 2011; “Maricopa County Juvenile Probation Department Data Book”, 2011
Data 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.
No. of prior referrals State: 2010 (1,568)
2011 (1,449)
Cnty: 2010 (560)
2011 (483)
“0” prior referrals 2010: 4.53%
2011: 4.42%
2010: 2.85%
2011: 3.5%
“1-3” prior referrals 2010: 22.76%
2011: 19.81%
2010: 18.21%
2011: 15.11%
“4-6” prior referrals 2010: 29.52%
2011: 31.05% 2010: 78.92%
2011: 81.36%
“7 or more” prior referrals 2010: 43.17%
2011: 44.72%
“Arizona’s Juvenile Court Counts”, 2011; “Maricopa County Juvenile Probation Department Data Book”, 2011
Data Education Status of Juveniles Detained
2010: (9,519) 2011: (8,340)
Enrolled 2010: 3,259
2011: 2,959
2010: 34.24%
2011: 35.48%
Graduated 2010: 52
2011: 42
2010: 0.55%
2011: 0.50%
GED 2010: 18
2011: 13
2010: 0.19%
2011: 0.16%
Not Enrolled 2010: 653
2011: 497
2010: 6.86%
2011: 5.96% Probably unaffiliated
Expelled 2010: 31
2011: 54
2010: 0.33%
2011: 0.65% Probably unaffiliated
Suspended 2010: 57
2011: 65
2010: 0.60%
2011: 0.78% Probably unaffiliated
Withdrawn 2010: 102
2011: 86
2010: 1.07%
2011: 1.03% Probably unaffiliated
Unknown 2010: 5,347
2011: 4,624
2010: 56.17%
2011: 55.44% Probably unaffiliated
63.86 % of
the
detained
students
are not
on their
way
to
graduation
and are not
affiliated.
“Arizona’s Juvenile Court Counts”, 2011
Pyramid of Transition Intervention
• Intensive Structured Support
• 12-Month Regular Follow-up
• RTC/Approved Transition School/Wrap-Around Services 5-15%
• Increased Levels of Individualized Intervention
• 30-60-90-Day Follow-up 25-35%
• ECAP
• Individualized Instruction
• 30-Day Follow-up 100%
Our Target
Groups
Four Affiliations
Career/ Education
Home/ Family
Community/ Service
Hobbies/ Recreation
Descriptions of the Four Affiliations
Education and Career Education is widely recognized as a most important factor for future success. Through school and school-related activities, youth learn how to develop the intellectual, socio-cultural, interpersonal skills and competencies and work-readiness skills that they will need as they pursue career goals and aspirations for the future and prepare for adulthood.
Home and Family Social relationships among family members have been established as the best predictors of children’s behavioral outcomes. Youth need stable care in the form of food, clothing, safe shelter and caring and supportive adults as well as access to treatment and social services to meet their assessed needs in order to develop resiliency and strengthen social bonds to ensure positive youth development.
Community and Service A sense of civic responsibility and engagement in service of making the world a better place supports and values youth as an asset and fosters a sense of self-worth necessary for healthy development. The key is finding age-appropriate activities for providing service in meaningful ways that educate youth while supporting good causes that involve clear norms for responsible behavior and are facilitated by caring and supportive adults.
Hobbies and Recreation Opportunities to select and participate in age appropriate hobbies and recreational activities in safe and engaging environments that are related to personal aspirations for adventure, activity, fun and a healthy lifestyle and that provide youth with nurturing, skill building, social-emotional development, exploration of interests and positive engagement help to develop a variety of interests that can have a substantial impact on positive youth development and impact on a range of prevention outcomes.
Youth
Conditions for Success in Four Affiliations
Education and Career
Appropriate and engaging educational environment related to career goals and aspirations
High expectations and caring supportive adults and peers
Opportunities for success in achieving educational goals and in securing and retaining employment and reaching career goals
Home and Family
Food, clothing and safe shelter including the availability of treatment & social services to meet assessed needs
High expectations and clear norms for responsible behavior from caring and supportive adults
Opportunities to participate and contribute in meaningful ways in the life and work of the family
Community and Service
Supportive community that values youth as an asset and provides resources necessary for healthy development
High expectations and clear norms for responsible behavior from caring and supportive adults
Opportunities to participate and provide service in meaningful and valued ways to meet the needs of the community
Hobbies and Recreation
Age appropriate, safe and engaging environments for developing and pursuing a variety of interests in re-creating self
High expectations and clear norms for responsible behavior from caring and supportive adults
Opportunities to select and participate in leisure activities that are related to personal aspirations for adventure, activity, fun and a healthy lifestyle
Youth
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
Goals & Plan in Measurable Terms
Transition Goals & Plan In Measurable Terms
What When Evidence
Step 1
Step 2
Step 3
Vision for Youth
Dorothy (Dottie) Wodraska
Director of Juvenile Transition
602-506-2469
www.maricopa.gov/schools