|
DJC Newsletter September 2005 |
|||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
|
DJC Education - Preparing Students for Life and Work On average, youth are committed to the Department of Corrections for one year with an average stay in a Juvenile Correctional facility of eight months. During their time in a Correctional facility, DJC has four priorities: 1) Raise youths' academic levels; 2) Bring their behavior under control; 3) Address specific treatment issues; and 4) Transition them back to the community better prepared to make constructive choices. DJC is pleased to focus the September edition of the newsletter on educational efforts to prepare students for life and work.
Informational Items
Model County Programs The Division's LifeWork Education Program, available in each Juvenile Correctional School, assists youth in understanding the connection between education and career development. It is also a way to build a bridge between the juvenile justice system and the Wisconsin workforce development systems.
As part of the program, every youth develops a Career Portfolio. Career Portfolios are a record of the student's academic, vocational, social, and employment achievements. It provides documentation of a youth’s knowledge, skills, abilities and tangible evidence of his or her successes and strengths. The Career Portfolio offer a mechanism for the youth to gather and organize information about the world of work, education, training, skills, interests, and abilities that assists in the career planning process. Information compiled will assist youth in communicating their knowledge, strengths, and skills to employers, admission counselors, and others who will play a critical role in their future career development. Initiation of the LifeWork Education Career Development Portfolio takes place during the Reception phase of correctional treatment. All students complete a computerized assessment of their skills, abilities, and interests entitled Career Scope. Interpretive results are utilized by LifeWork Education Case Managers/Teachers and students throughout the period of incarceration in exploring career development fields and in preparing students for the world of work. The LifeWork Education Career Development Portfolio becomes a tangible representation of students’ growth and change and is utilized in Office of Juvenile Offender Reviews, Special Education Meetings, Parent/Teacher Conferences, and Transition Meetings to communicate strengths and areas in need of additional work. The Portfolio is a tool for the youth. The youth must take responsibility and ownership of the material in his/her Portfolio, including deciding what to include. Making those decisions helps youth connect their own interests, skills and values to future education and employment opportunities. The inclusion of formal assessments such as Career Scope along with informal assessments provides the youth with some of the information needed to make those connections. Upon leaving a JCI the youth receives his/her Portfolio. Youth with State Aftercare or Corrective Sanctions Program supervision are asked to bring the Portfolio to the first meeting with that youth’s current agent. Those youth with county aftercare are encouraged to review the contents of their portfolio with their county agents.
Educational Programming Lincoln Hills School (LHS), located near Merrill, Wisconsin, opened in the summer of 1970. The school program is configured to serve the educational needs of youth who require middle school, senior high school, special education, High School Equivalency Diploma (HSED), high school diploma, and vocational programming. Youth attend school full-time as improving their academic skills clearly plays a vital role in their ability to successfully reintegrate into the community. Youth spend the first 30 days at LHS at the Reception Center for orientation, assessment, and evaluation. The Lincoln Hills School mission is to provide community protection and hold youth fully responsible for their behaviors while offering youth skill-building opportunities that contribute to victim and community restoration. Youth can earn a high school diploma or an HSED at LHS. In 2004, 832.715 high school credits were issued to LHS students, and 42 youth earned their HSED. (Credits are earned in 0.25 increments, each representing 40 hours of instruction). Technical College Credit
In 2004, 59 eligible students earned 619.25 (dual) credits from North Central Technical College (NCTC). Also in partnership with NCTC, youth are able to participate in the “Educational Talent Search (ETS),” a federally funded program designed to help youth gain the skills and interests needed to succeed in technical colleges and two/four year colleges. Youth in 6th-12th grade and/or up to age 27 are eligible. The goal has been for 85% of youth to meet post-secondary goals. ETS services and activities include high school education information, ACT and UW System fee waivers, field trips, Financial Aid planning/workshops, career exploration, interest assessments, and study skills instruction. As a member of the School to Career Consortium (housed at NCTC), a partnership between K-14 educators, businesses, and parents, programming is developed to assist youth and parents to make informed career decisions based upon relevant curriculum and exposure to the world of work, including work and school based learning. Reading Enhancement The Title One Reading Program consists of two separate programs - A Foster Grandparent tutoring/reading program and an intense computer reading program called Fast ForWard. The Foster Grandparent program (a pilot program in 1997; an integral curricular component of LHS since 1999) is currently staffed by one teacher and foster grandparents (three sessions per day). The program uses a content approach incorporating alternative, high interest, low reading level books, grade level appropriate periodicals, and pre-HSED course work. Youth are tested every 40 days and stay in the program until a 6.0 grade reading level is reached. In 2004, 37 students participated. The average increase per students was 1.8 grade levels in reading comprehension, and 1.3 grade levels in vocabulary. In November 2003, the Fast ForWard Reading Program was added. Fast Forward is a powerful videogame program that helps students who cannot process the sounds of language fast enough to comprehend normal speech. The Fast ForWard games are like mental aerobics designed to strengthen weak connections in those parts of the brain that support language skills. Fast ForWard consists of two programs. The average time to complete both programs is between 50 and 60 days. Ideally, if a student completed the whole program, reading levels should improve by 3 grades, or 1.5 grade levels per program. From November 2003 to January 2005, 21 students finished the complete program. Reading levels improved by an average of 2.0 grade levels. Forty-one students completed some of the program. Of those 41, 18 students were retested and raised their reading levels by an average of 1.3 grade levels. Additional educational and career-related events and programs at Lincoln Hills School include: Career Fair, Summer Olympics/Fall Games, Intramurals, CESA #9 Star Lab, Cultural Awareness Program, Victim Impact Program, Enhanced Thinking Skills, Cognitive Interventions Program, and referral to SPRITE. Southern Oaks Girls School Educational Programming Philosophy Southern Oaks Girls School believes that educational programming within the juvenile corrections framework is vital to the rehabilitation and recovery processes. Each and every student committed to Southern Oaks has the ability to improve upon current educational competency levels and must be provided with opportunities to experience consistent successes within academic and career/technical education settings.Goal-formulation and achievement lead to improved self-concept and increased levels of self-confidence— ultimately fostering belief in the power of the individual to contribute to his/her community. All of Southern Oaks Girls School’s juvenile correctional instructors and educational administrators are committed to the establishment and maintenance of positive learning environments which intellectually challenge incarcerated students. It is the mission of the education department to
provide relevant and contemporary academic and vocational education programming options which will maximize students’ strengths while effectively addressing skill deficits.
|
|||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Business and Computer Applications |
Gregg College Keyboarding |
Microsoft Office Suite Programs |
The institution’s two computer laboratories are facilitated much like office settings and students are expected to function as though on the job. Basic independent living skills, as well as effective interpersonal communication and social skills related to employability, have been integrated into all academic and vocational areas at Southern Oaks Girls School.
High School Equivalency
Southern Oaks Girls School also operates a High School Equivalency Diploma Testing Center for students aged seventeen and above who demonstrate academic competency and motivation. Upon successful completion of subtests in Writing, Social Studies, Science, Reading, and Mathematics and fulfillment of Health, Civics, and Employability components, students may earn a High School Equivalency Credential issued by the Wisconsin Department of Public Instruction. A waiver allows seventeen-year-old students who have successfully completed one subtest while residing within the Juvenile Correctional Institution to
continue to work toward the HSED credential in the community.
College Entrance Assistance
Southern Oaks Girls School has also developed articulation agreements with nearby Gateway Technical College, Racine, Wisconsin and has routinely orchestrated correspondence study through the University of Wisconsin Extension System, Madison, Wisconsin. Such arrangements allow incarcerated students to earn post-secondary credits while in residence at Southern Oaks Girls School.
Special Education
Approximately fifty-five percent of the Southern Oaks Girls School student population demonstrates special education needs— with the majority of these students challenged by severe emotional and behavioral disorders. Subsequently, several members of the teaching staff also maintain special education licensure and/or have been trained/certified in special education methodologies. Southern Oaks Girls School complies with all state and federal mandates under the Individuals with Disabilities Education Act. Small class sizes and effective communication between Special Education, Academic Staff, and Career
and Technical Education Staff allow for individualized educational and behavioral plans to be consistently developed and implemented with all students.
Southern Oaks Girls School Education Department Accomplishments and Special Events 2004-2005:
HSEDs -- Southern Oaks Girls School students continue to meet the HSED Challenge! Eleven of twenty-three age-eligible students successfully completed their High School Equivalency Diplomas throughout 2004-2005. Twelve of twenty-three students successfully completed at least one HSED subtest prior to release to the community. Students, parents, family members, VIP’s, and SOGS staff participated in a graduation luncheon June 17, 2005. All enjoyed the entertainment, the pomp, and the successful circumstances!
Credits Earned -- Students at both the Middle School and Senior High School levels at Southern Oaks Girls School were granted 186.75 credits throughout the 2004-2005 reporting period. Credits are awarded in .25 increments—each equal to approximately forty-five hours of instructional contact time.
Ethnic Festival 2004--Southern Oaks hosted its 7th Annual Ethnic Festival on October 6-7, 2004. A variety of special guests were invited to share their cultures with staff and students throughout the course of this two-day learning experience. New to this year's festival were a troupe of traditional Polish dancers, a German historian, and a Russian ballet instructor. Time-honored guests included Tamara Key, African Dance teacher; Barbara Altman, Israeli dance teacher; Felipe Rodriguez, Caribbean musician; and Mark Denning shared his Native American interpretive dance. Jason Brost,
Southern Oaks Girls School Instructor who recently returned from active military duty in Afghanistan, shared artifacts, food, and dress from the Arab World with staff and students. As has become a tradition, the 2004 Ethnic Festival was not only educational, but extremely entertaining!
Other Events:
2005 Spring Art Show and Dance Presentation -- Students participated in the annual expressive arts project throughout the month of February. This year’s theme was “Celebrating the Strength of Women.” Students worked very diligently on acrylic paintings depicting a variety of female subject. This hard work was highlighted in an “art gallery showing” on March 17, 2005. Students also presented biographies of notorious women as part of the festivities.
Career Exploration Fair activities on May 19, 2005 and May 20, 2005. Several professionals visited to share their wisdom and experience related to a wide variety of careers. Those represented this year included Medical Transcription, Humane Officer, American Sign Language Interpretation, Social Work, Guide Dog Training, Zoo-keeping, Cosmetic Sales, Toy Sales, and Nail Technology. In addition, students were able to attend a panel discussion with former SOGS students. These former youth discussed their post-SOGS experiences related to attending post-secondary school and their real experiences in finding and keeping jobs.
LifeWork Education Initiative -- The Education Department, in collaboration with Department of Corrections Central Office personnel, continues to expand the LifeWork Education Initiative. Enhanced activities related to interviewing skills and dressing well for the workplace were added this past year. During July of 2005 staff facilitated a Career Wear Fashion Show. Students learned how to dress appropriately for employment and how to properly care for skin, hair, and nails.
SOGS Education Staff coordinated and implemented our fourth annual Parent/Teacher Conferences April 28-29, 2005—29 conferences were held and evaluation data indicated the high quality of the exchange of information. Students led these conferences utilizing their Career Development Portfolios to guide the discussion of accomplishments and areas in need of improvement—a very effective approach! Teachers greatly appreciated the opportunity to meet family members and discuss educational goals and objectives!
Relay For Life At Southern Oaks Girls School --The American Cancer Society’s Relay For Life is a unique overnight celebration of life in honor and in memory of those touched by cancer. The funds raised through the Relay For Life help fight the disease through American Cancer Society programs of research, education, advocacy, and service. On June 3, 2005 we raised $836.30 from staff and students. During the Relay, students were allowed to donate funds from their personal accounts. At Relays, survivors are identified in various methods ranging from sashes to ribbons. Southern Oaks Girls School students created beaded HOPE necklaces worn by the survivors at the Union Grove Relay for Life. Even though the students could not participate in the community event, their efforts contributed to the success of that event.
Typically the first lap of the Relay is dedicated to survivors. These brave individuals walk the initial lap alone and are honored by all in attendance. At Southern Oaks this year, the students carried paper flowers to symbolize the survivors. After the first lap, the students “planted” the flowers near the Southern Oaks Girls School Restorative Justice tree in the recreation area. Again this year, students also celebrated survivorship in a symbolic activity by carrying a ten-pound weighted backpack representing cancer up a rock-climbing wall. At the top of the wall, they celebrated their accomplishment by leaving cancer at the wall and soaring down the zip line toward survivorship. Much like the support and encouragement that caregivers, family, and community give to a newly diagnosed cancer patient, students and staff cheered on individuals to keep climbing and not give up. The power of Relay For Life is that is allows a community to provide support to each other and for girls at Southern Oaks to be part of that community.
More with Pictures -- An internet web page highlighting Southern Oaks Girls School’s student-created projects, outlining teacher web resource links and allowing for networking among correctional educators was enhanced throughout 2004-2005 by Southern Oaks Girls School’s (technology-obsessed) World Geography Teacher, Randy Kowalsky. Randy added links to LifeWork Education-related sites—allowing teachers to access valuable tools for their LifeWork Education Program work with students. Digital photographs of projects and activities can be viewed at the following world wide web address "sogsweb.com" (Sorry, unable to link directly).
Just like all other Wisconsin public school districts, DJC schools implement special education programming in accordance with federal law (Individuals With Disabilities Education Act 2004) and state regulations. Guided by the Department of Public Instruction (DPI), DJC’s special education programs are subject to the same rigor and programming requirements.
In 2004, 980 male students and 65 female students were served in DJC special education. At any given time, approximately 34% of the DJC male population and 48% of the female population have been identified as being students with disabilities and receive special education programming.
DJC special education students present with a variety of disabilities ranging from specific learning disabilities to deafness. The most prevalent disability among DJC youth is emotional behavioral disability (EBD). For an EBD special education placement, several criteria must be met including exhibiting “chronic, severe and frequent behaviors that adversely affect functioning in several settings". Although being adjudicated delinquent in itself is insufficient to designate a youth as EBD, many youth with this disability do end up in the correctional system.
Each DJC special education student has an Individualized Education Program (IEP), which is developed by his/her IEP team. The IEP sets forth the specifics of a plan for helping the student achieve his/her academic and life goals. The student and his/her parent(s) are key members of the IEP team and their input to the process is critical to the successful construction of the plan. Although the majority of special education students receive most of their instruction in the general education setting with supplemental specialized instruction and support by certified special education teachers, some one-to-one and small group instruction may be included in a student’s IEP.
Transition is another key IEP component. Special educators at the national, state, and local levels are committed to eliminating the gap between disabled and non-disabled persons in achieving post-high school goals for higher education, employment, and successful independent living. School districts are required by law to provide a Free Appropriate Public Education (FAPE) unless the youth has either turned age 21 or has earned a district high school diploma. Receiving an equivalency diploma (a GED or HSED) does not end the district’s obligation to provide special education services to the youth with a disability. This critical part of Special Education is a key component in DJC’s overall commitment to helping youth achieve a successful transition from a correctional facility to community living.
The Division has an existing contract with Northern Wisconsin Educational Communications System (NWECS) to facilitate the use of Distance Learning Labs at each of its Juvenile Correctional Schools. The mission of the NWECS is "Through cooperation ensure effective and efficient delivery of distance learning opportunities and services".
This two-way, full-motion video technology has allowed for the facilitation of Individualized Education Planning Team Meetings with parents/guardians who would otherwise be unable to travel to the juvenile facility for participation. DOC/DJC Community Supervision Personnel have also been involved in these sessions. The Distance Learning Labs are used as a central component to Special Education, the DJC LifeWork Education Initiative, transitional services related to education and employment, and post-secondary educational opportunities.
Southern Oaks Girls School continues to make effective use of its Distance Learning Laboratory including Virtual Field Trips to the Chicago Museum of Science and Industry’s Robotics and NASA Mars Exploration Rovers Exhibit and the Milwaukee Public Museum’s Performance, “Beyond the Written Word--Only the Ear Can Know,” are just two examples of the myriad opportunities available for curriculum enhancement via Distance Learning Labs.
WISCONSIN'S GOING HOME PROJECT
Employment Program
As a three year pilot, since January 2003, the Wisconsin Going Home Project has tested a model of intensive transition services in Brown and Milwaukee counties as a way of improving success in community reintegration of youth while protecting the public. One of the key components of the Going Home Initiative has been an effort to collaborate with employers to find meaningful and gainful employment for young people. While the grant funding has provided for the Employment Program described here, DJC is now looking forward at ways to sustain this type of program after the Project concludes in June, 2006.
Program Purpose:
The purpose of the employment program is to provide meaningful Work Experience, On-the-Job Training and Educational Scholarship Opportunities for correctional clients. This program will reintegrate youth prior to or upon release from a Juvenile Correctional Institution (JCI). Employer partners will assist the youth in finding permanent employment within the community and will provide job performance supervision and evaluation.
Program Components:
Work Experience (WE) is a 12 week meaningful work experience for correctional clients to assist them in moving into regular employment. The employer agrees to employ the individual in a permanent position, after a three-month on the job training period is successfully completed.
On-the-Job Training (O.J.T.) is a permanent job with a private or public employer. The salary of the employee is at the prevailing wage set by the employer. The employer is reimbursed 50% of the individual’s wage up to a maximum of $1,000 per youth.
Educational Scholarship Opportunities are awarded through an application process to youth who successfully complete either of the above components and are committed to furthering their education.
In addition to receiving a quality employee, there are other benefits to employers who partner with DJC to train and place our youth in employment opportunities. These benefits include:
subsidized wages for up to 12 weeks for Work Experience (WE) placements
reimbursement up to $1,000 per youth for On-the-Job Training placements
bonding – serves as an insurance to protect employer against employee dishonesty, stealing, theft, larceny and embezzlement.
Work Opportunity Tax Credit (WOTC) for hiring individuals who meet specific criteria defined by the law, Youth 18-24, who live in an area, designated as empowerment zone or enterprise.
Primary Contact:
Division of Juvenile Corrections
Coordinator
The Wisconsin Going Home Employment Program
4200 N. Holton St
P.O. Box 11347 Shorewood, WI 53211
(414) 229-0914
Going Home Work Initiatives from Lincoln Hills School
In partnership with the Green Bay Boys & Girls Club, LHS is able to provide Job Readiness (one time per month for two days-open to all juveniles and one-on-one meetings with designated Going Home juveniles)/Passport to Manhood and mentorship for the Going Home Project juveniles. Upon release, the Green Bay Boys and Girls Club provides an internship opportunity, a mentor, and job placement services. In addition, My Brother’s Keeper, a mentoring service, assists youth with their journey though life and helps them develop skills to overcome obstacles and make better choices in their lives.
Juvenile Cognitive Intervention Program
The Division is proud to highlight the number of youth who successfully complete the Choices and Changes phases of the Juvenile Cognitive Intervention Program offered at all DJC facilities. Each phase includes 15 lessons and takes an average of six weeks to complete.
Quarterly completions may include youth who began the curriculum before the quarter start date. Because populations vary no comparison between institutions is meaningful. However, we are pleased to note improved documentation of completions between the 2nd quarter last year and this year reflected in the apparent "increase" in number of youth participating in JCIP. While every effort is made to report accurate numbers, as with all computer generated reports, the output is dependent on the input -- in this case of many people in a number of institutions.
|
JCIP Completions Quarterly Report |
|||||
Facility |
Phase 1- Choices |
Phase II - Changes |
||||
|
Number of youth |
|||||
|
Participated |
Pass |
Fail |
Participated |
Pass |
Fail |
Southern Oaks Girls School |
25 |
22 |
3 |
18 |
16 |
*2 |
Ethan Allen School |
38 |
33 |
5 |
22 |
21 + 1 partial |
0 |
Lincoln Hills School |
19 |
14 |
5 |
18 |
18 |
0 |
Total 3 JCI's |
82 |
69 |
13 |
58 |
55 + 1 partial |
2 |
Compare 2nd quarter 2004 |
53 |
45 |
6 |
30 |
28 |
2 |
| * "Fail" is a computer code which reflects a variety of reasons why youth may not complete the course including youth was released prior to completion. | ||||||
Mendota Juvenile Treatment Center |
6 |
6 |
0 |
0 |
0 |
0 |
Juvenile Court Intake Worker Training Schedule Adjusted
In the April 12, 2005 Administrator's Memo to Counties (#05-03) Charles Tubbs announced the schedule for six Juvenile Court Intake Worker Training Sessions between May 2005 and September 2006. In a subsequent memo from Pamela Eitland, former DJC County Liaison, on June 6, 2005 to County Human/Social Services Court Attached Intake Offices, Pam updated the schedule. In the state Fiscal Year July 1, 2005 through June 30, 2006 four (4) Intake Worker Training Sessions are to be held no more than 15 weeks apart to allow newly assigned/hired workers to meet their statutory requirement to be trained within six months of assignment to intake worker duties.
The schedule is as follows:
| September 26-30, 2005 | FULL | Wisconsin Dells |
| January 9 - 13, 2006 | FULL | Oconomowoc |
| April, 2006 (Date to be determined) | Madison | |
| June, 2006 (Date tbd) | Eau Claire |
We offer this update to assist Counties in coordinating hires/assignments with available training sessions.
Notification Requirement: It is the employer’s legal responsibility to notify the Department of Corrections at the time that a new intake worker is hired or re-assigned. Notification forms should be sent to: Jo Mercurio, JSS, Division of Juvenile Corrections, PO Box 8930, Madison, WI 53708-8930. Fax 608.240.3370.
Training Payment: There is a $120 fee per participant, charged to counties, for workers trained during the state fiscal year 2006 (ending June 30, 2006). Checks or purchase orders should be made out to the WI Juvenile Court Intake Association (WJCIA). Checks must be received at least 30 days prior to the session.
Ms. Kim Boldon, will be the WJCIA Training Committee Chairperson after November 1, 2005. Send registrations to:
|
Kim Boldon |
DJC welcomes
Dr. paula crandall decker
Superintendent Kyle Davidson has announced the appointment of Dr. Paula Crandall Decker as the new Ethan Allen School Juvenile Education Director. Dr. Decker will begin her employment at EAS effective Sunday September 18, 2005.
Dr. Decker holds a Doctorate in Education with certification as a K-12 Principal and a Masters Degree in Social Work. Currently she works for the Department of Public Instruction as a School Administration Consultant for Charter Schools throughout the state. Dr. Decker has worked as an Education Consultant, Student Assistant/AODA Coordinator, and Training and Business Consultant and has demonstrated skills as a grant writer and reviewer. The diversity of many of her past work experiences make her a great fit for EAS.
You may contact Dr. Decker after September 19, 2005 at 262.646.3341.
Lincoln Hills also has new education director,
Stacy otteson
Ms. Stacy Otteson began as Lincoln Hills School's Education Director in June, 2005. Ms. Otteson received her teaching certification from the University of Minnesota - Morris and her MS degree from Morehead State University. She has been involved in education for the past 17 years, first as a teacher and then as an administrator in Arizona, California and most recently, Wisconsin. In Appleton, Ms.Otteson held various positions including Dean of Students, Associate Principal and Principal. She is currently completing her EdD from Cardinal Stritch College - Milwaukee. She brings to this position a special interest and expertise in leadership, curriculum development, educational programming for at-risk students and equity/diversity coordination.
You may contact Ms. Otteson at 715.536.8386 or otteson.stacey@doc.state.wi.us