National

EDJJ assists practitioners, policymakers, researchers and advocates in identifying and implementing effective supports for youth with disabilities re-entering their schools and communities from secure care settings. EDJJ has published recommendations for effective transition planning for youth with disabilities, recognized promising practices that effectively aid court-involved youth in transitioning, created tools to assist with transition planning, and identified challenges that exist for transition planning and advocacy goals for the organization to work on.

Dear Colleague Letter on Pell Grant Eligibility for Students in Juvenile Justice Facilities, United States Department of Education

This Dear Colleague Letter clarifies that for purposes of Federal Pell Grant eligibility, students in juvenile justice facilities are not considered to be admitted to federal or state penal institutions under the Higher Education Act of 1965. This allows students who are confined or incarcerated in juvenile justice facilities to apply for Federal Pell grants to fund post-secondary educational opportunities so long as they meet the other eligibility requirements.

Training Programs in Adult Correctional Facilities, Nondegree Credentials in Special Education, U.S. Department of Education

The U.S. Department of Education Office of Career, Technical, and Adult Education (OCTAE) developed this report regarding training programs in adult correctional facilities. The report focuses on career and technical education (CTE) programs that allow incarcerated adults to earn certifications, licenses, or educational certificates. The research conducted in developing this report indicates that inmates who are involved with training programs while in detention are significantly more likely to find a job after release and have significantly lower recidivism rates.

Education Summary of Evaluations and Outcomes, The Council of State Governments Justice Center: Education Summary of Evaluations and Outcomes, Programs

This site provides a compilation of research on the effects of participation in educational programming while incarcerated on recidivism and employment post-release. The research includes twelve studies of correctional education programs, including adult basic education, high school or GED programs, college or post-secondary programs, and vocational training programs.

Unjammed, Center for Educational Excellence in Alternative Settings

According to CEEAS, “Unjammed is a year-round program that is centered around a multi-day intensive training on blended learning held in late July each summer. Our first class of Unjammed ran from the summer of 2014 through the summer of 2015. Over 50 people (teachers, administrators, and secure care staff) from 14 facilities came together for four days in Portland, Oregon for the summer ‘tech camp.’ Juvenile justice agencies from Alaska, Oregon, Los Angeles County, Wyoming, Wisconsin, Kentucky and Massachusetts participated.

Urban Youth Empowerment Program (UYEP)

UYEP, funded by the U.S. Department of Labor, provides support and services for youth to aid them in entering the workforce. Youth who were involved in the juvenile justice system at age 14 or above are eligible to participate in this program. UYEP provides a number of services to youth, including case management, restorative justice workshops, education, mentoring, internships, and job training. Participants are also involved in service-learning projects, which combine community service with classroom learning.

Reentry Education Framework: Guidelines for Providing High-Quality Education for Adults Involved in the Criminal Justice System, U.S. Department of Education Office of Career, Technical, and Adult Education (OCTAE)

RTI International, funded by OCTAE through an initiative called Promoting Reentry Success Through the Continuity of Education Opportunities (PRSCEO), developed a Reentry Education Framework and corresponding Reentry Education Tool Kit.

Positive Behavior Interventions and Supports for Youth At-Risk and Involved in Juvenile Corrections, Positive Behavioral Interventions and Supports (PBIS)

The PBIS model is a research-based framework that teaches and supports students in developing appropriate behaviors and creating positive school environments. The goal of PBIS programs in juvenile detention facilities is to provide positive behavioral support and enhance protective factors in schools, thus building student resilience and reducing negative outcomes.

Dear Colleague Letter on Supporting Behavior of Students with Disabilities, U.S. Department of Education Office of Special Education and Rehabilitative Services

This Dear Colleague letter from the U.S. Department of Education Office of Special Education Programs (OSEP) provides guidance regarding the importance of providing for effective behavioral supports throughout the IEP process, noting that failure to do so will likely result in a child not receiving meaningful education. The letter also highlights the need to make behavioral supports available throughout the continuum of educational placements.

Guiding Principles for Providing High-Quality Education in Juvenile Justice Secure Care Settings, U.S. Department of Education and Department of Justice

In December of 2014, the Department of Education in partnership with the Department of Justice released five guiding principles for the provision of correctional education in juvenile justice facilities.