Carla Greene, M.S. Education Director Apalachicola Forest Youth Camp (AFYC) Rick Casey, Ph.D. Project 10 Visio

1. Preparing Youth with Intellectual or Emotional/Behavioral Disabilities in DJJ Residential Programs for Successful Transition Back to their School and Community Carla Greene, M.S. Education Director Apalachicola Forest Youth Camp (AFYC) Rick Casey, Ph.D. Project 10 Visions Conference 5/3/12

2. Preparing Youth with Disabilities in DJJ Residential Programs for Successful Reentry-Transition to School, Employment, and Community. Carla Greene, M.S. Education Director Apalachicola Forest Youth Camp (AFYC) Rick Casey, Ph.D. Project 10 (Transition Education Network) 24th Annual National Dropout Prevention Network Conference 10/17/2012

3. The Challenge: Ending the Youth to Adult Prison Pipeline

4. Data Story 4

5. DJJ ReentryPercent Returning to School

6. Percent of School Exiters Enrolled in Postsecondary Education 6

7. Percent of School Exiters Employed 7

8. 2011 Florida Senate Report -DJJ Outcome Data for Commitment Programs

9. 2011 Florida Senate Report -DJJ Outcome Data for Commitment Programs

10. Percent of Students with Disabilities in DJJ Programs Approximately 40% of all students in DJJ educational programs have an IEP

11. Percent of Students with IEP’s in Florida DJJ Residential Programs CATEGORY% OF ESE STUDENTS EBD 54% SLD 38% Intellect Disability 8% TOTAL 100%

12. Fact: Over half of those who recidivate- re-offend within the first 4 months after reentry

13. 2008-09 Florida DJJ Recidivism Rate

14. DJJ Specialized Treatment Services • Dual Diagnosis - Major Disorders • Intensive - Major Disorders • Intensive Mental Health Treatment Programs • Sexual Offender Treatment Services • Development Disability Treatment Service • Specialized Mental Health Treatment Services

15. ApalachicolaForestYouthCamp A Twin Oaks Juvenile Development, Inc. Program To provide quality and balanced services that promote the development of successful, responsible, productive, and accountable citizens. To forever touch the lives of each person served by fulfilling the cultural, social, emotional, cognitive, physical and spiritual needs in a caring and supportive environment.

16. AFYC 39-bed facility nestled in the heart of the Apalachicola National Forest The only stand-alone Juvenile Incompetent to Proceed residential program in the Nation CARF accredited AHCA licensed DCF contract

17. Primary Purpose Competency Restoration for youth that have committed a felony and have been deemed incompetent to proceed (ITP) to trial due to Mental Illness, Mental Retardation, Dually Diagnosed, or Autism.

18. Criteria for Admission • Lack of understanding of the Dusky Factors (Incompetent to Proceed) • Mental Retardation, Mental Illness, Dually Diagnosed, or Autism • Felony Offense • Incapable of surviving with the help of willing and responsible family or friends, including alternative services.

19. Criteria for Admission (cont) • Substantial likelihood that in the near future the child will inflict serious bodily harm on self or others, as evidenced by recent behavior. • And, all available least-restrictive alternatives, including treatment or training in the community, which would offer an opportunity for improvement of the child’s condition, are inappropriate.

20. Characteristics of Youth Served • Juvenile (ages 8-20) • Male and Female • Mentally Ill (MI) • Intellectually Impaired (MR) • Dually Diagnosed (DD) • Autism • Average Age of Youth Served is currently 15 years old • Average Age at Initial Arrest 12

21. Services • Clinical • Medical • Educational • Mental Health • Case Management • Dietary • Recreational Services • Religious Services • Services for the Deaf and Hard of Hearing • Vocational Services • 21st Century Program and Boys & Girls Club • Occupational and Speech Language Therapy

22. Competency Training • Daily competency classes • Weekly meetings with Case Managers to discuss charges and the court system • Monthly competency assessment tool used to determine client’s current knowledge and status • Visual and auditory learning material • Mock Trials

23. Discharge Criteria • Be determined Competent to Proceed or Non-Restorable on a competency evaluation conducted by a Licensed Psychologist • The Court’s acceptance of the competency evaluation and AFYC Service Summary

24. Fiscal Year 2010-11 Outcomes • 113 clients served • Average length of stay was 200 days, with a median of 159 days from when recommendation forwarded to Courts • 88% of clients achieved Competency (96% in the 4th quarter alone) • 97% of MR juveniles were restored to competency or determined non-restorable in less than 365 days • 68% of MI juveniles were restored to competency in less than 180 days

25. Fiscal Year 2010-11 Outcomes • 71% of youth demonstrated improvements in self control as manifested by a decrease in aggression • 96% of youth demonstrated improvement in academic functioning in Math, Reading, and Writing • 90% of youth demonstrated improvement in daily living skills • 85% of MR, Autistic, or Dually Diagnosed youth achieved competency • 13% employee turn-over rate

26. AFYC School • SACS accredited in 2002 • Liberty County School System • 3 graduates thus far (Special Diploma) • 1 GED earned • Tailored services to increase literacy • Credits earned are transferred to youth’s home district when discharged

27. AFYC Fiscal Year 2010-11 ESE Data Emotional / Behavior Disability 48% Intellectual Disability 39% Specific Learning Disability 17% Other Health Impaired 13% Language Impaired 7% Speech Impaired 4% Deaf or Hard of Hearing 2% *19% of admitted youth were Non-ESE

28. AFYC Pilot - Duval & Volusia Counties Purpose : • Follow up students leaving program • Work with SEDNET PM as point of contact to coordinate services for students • Identify missing links or breakdowns in the transition process. • Evaluate and readjust the transition model. • Expand to other high risk DJJ programs

29. AFYC Successful Transition Challenges • Possibility of court ordered placement other than home county • School placement unknown [Exit Records are sent to District Transition Contacts (DJJ); however, notification of next school placement is rare] • Professional support services recommended by AFYC professional staff, but not coordinated with schools or community

30. DJJ Successful Transition Challenges • Youth Buy-In • Family Involvement • Distance between Facility and Family/Community • Communication/Coordination • Family • Aftercare • School • DCF • Community • Limited Community Resources

31. DJJ ReentryProcess • Commitment program develops Community Reentry Transition Plan with student, parent staff, and JPO or Reentry Provider • Recommend type of Educational Placement and/or Employment • Notify school District DJJ Transition contact of student discharge and IEP status • Give parent copy of transcripts and send transcripts with credits earned to receiving school district –when requested • Develop and Coordinate support services in the youth’s community mental health, education, family, employment, etc.) DJJ Reentry team - Prepare the student’s community support system

32. Considerations and Best Practices in Community Re-entry-Transition

33. Transition Planning Begins at Entrance to Residential Commitment Maintain communication between: • residential treatment team • assigned JPO/aftercare provider • family and youth • previous educational placement (if age appropriate).

34. DJJ Reentry Boards MembersEach circuit is to establish Reentry Boards • Juvenile Probation Officer or Aftercare Provider • Mental Health, Substance Abuse, Social Service Providers • DJJ School District Contact • DJJ staff • Vocational Rehabilitation / Workforce Counselors • SEDNET Project Managers • Postsecondary education reps, business partners • Faith-based partners, mentors

35. Educational Placement Considerations: • Has the School District Transition DJJ education transition contact been contacted if the youth will be returning to middle or high school? • Has the school placement been identified (regular, alternative, ESE, GED, etc)? • Will the youth need an IEP review prior to returning to school? • Has it been scheduled immediately following release?

36. Education Placement for GED Students • If youth is in GED program? Will it be completed prior to release? • If youth needs to continue GED program – who are GED providers in the community • If youth has completed GED or HS, what are future plans?

37. School District DJJ TransitionContacts Web based school district contact list identifies the transition coordinator for each district http://www.fldoe.org/ese/sdtc.asp Transition contact’s duties include: • assisting with youth released from residential programs returning to school • assisting with transferring and receiving school records • providing information to other districts on local school options for returning DJJ students.

38. Employment & Vocational Goals What training was completed at the program?: • What Industry certifications & Ready To Work certificates were earned? • Has the Workforce application been completed and has the parent signature been obtained, if needed? • Does youth have all documentation to include Birth Certificate, ID, SS Card and proof of disability, if applicable?

39. Employment & Vocational Considerations • Does the youth have a resume and a sample job application? • Is a means of contact for employmentavailable when the youth returns home? • If youth has a disability has he been referred to VR for eligibility?

40. What is Vocational Rehabilitation? Vocational Rehabilitation (VR) is a federal/state program that works with people who have physical or mental disabilities to: • prepare for, gain or retain employment. • VR is committed to helping people with disabilities find meaningful careers.

41. What is VR School to Work Transition? VR School to Work Transition involves a number of activities that help students with disabilities prepare and plan for employment success after high school

42. Eligiblile for VR Services? Any student with a disability may be eligible for VR services, including those who are not eligible for Exceptional Student Education (ESE). Contact • the local VR office to apply. www.rehabworks.org • There is a VR counselor assigned to every high school in Florida.

43. When Should a student in DJJ Commitment Program apply for VR? • If student is 16 or older with a disability : • will not be returning to high school upon discharge • is interested in employment • Then a VR referral should be made when the student enters the commitment program • VR will evaluate youth to determine eligibility • If student becomes eligible then a preliminary employment plan can be developed – that will be updated upon return to the community

44. What Type Of Assistance May BeAvailable From VR? • Medical and Psychological Assessment • Vocational Evaluation and Planning • Career Counseling and Guidance • Work Experience While in High School • Training and Education After High School • Job-Site Assessment and Accommodations • Job Placement • Job Coaching

45. Anticipated Living Arrangements Will youth be returning home ? • has parent confirmed that the youth can return to the home? Is there a need for an alternative living placement, • and if so, is DCF or other community providers involvement needed?

46. Safety Net Planning for Crisis Situations Develop a youth specific safety net plan: • Identify individuals within the community that could act as a safety net during times of crisis? • situations: trauma triggered, domestic violence, substance abuse, educational challenges. • Consider: faith partners, mentors, coaches, teachers, positive role models, APD or DCF counselors, family and friends.

47. Mental Health & Substance Abuse Considerations • Does counseling needed to continue post-commitment? • Has a service provider been identified? • Link community service provider with to residential counselor to for counseling information (Are there specific issues on which the youth needs to continue to work on?)

48. Medication Considerations • Is youth on medications? • How many days supply of medication will be provided upon the youth’s release? • Does youth have physician in the community to monitor medication? • Has insurance coverage (SSI, Medicaid or private insurance) been identified or is there a need for further action?

49. SEDNET The Multiagency Network for Students with Emotional/Behavioral Disabilities

50. SEDNET In Florida’s system of care, SEDNET works with : • education, mental health, child welfare, and Juvenile Justice professionals; along with other agencies and families, • to ensure that children with mental, emotional and behavioral problems, and their families, have access to the services and supports they need to succeed.