ENCIRCLE: A COLLABORATIVE PARTNERSHIP FOR OUR YOUTH Led by Center for Learning & Development thanks to a grant from the Office of the Governor Criminal Justice Division

THE PARTNERS: Center for Learning & Development, a 501c3 non-profit Bell County Juvenile Justice Services McLennan County Juvenile Justice Services MHMR Klaras Center for Families Midway ISD Robinson ISDBelton ISD Temple ISD La Vega ISDWaco ISDSalado ISD

THE PROBLEM:  10% of students who are suspended and/or expelled between 7 th and 12 th grade drop out of school (compared to 2% of the general student body)  59% of students who have been suspended and/or expelled 11 times or more within a six-year time period do not graduate.  A student suspended/expelled for a discretionary reason is 3 times more likely to be in contact with the juvenile justice system in the next year.  DAEPs have 5 times the drop out rate of mainstream schools.

THE PROBLEM: The single greatest predictor of future involvement in the juvenile justice system is a history of disciplinary referrals in school. Public Policy Research Institute, Texas A & M University, 2005

THE PROBLEM:  80% of students who repeat more than one grade level at any time during their school career end up dropping out of school.  26% of students who are in juvenile justice placement have repeated the previous grade.  31% of students with one or more suspensions/expulsions had repeated a grade at least once in his/her school career.  28% of detained youth and 43% of incarcerated youth have an identified special ed disability (learning, physical, or emotional).

THE PROBLEM: Youth involved in the juvenile justice system have learning struggles.

THE PROBLEM:  50% of youth with mental illness drop out of high school and 73% of those are arrested within 5 years.  33% of youth referred to juvenile probation have a diagnosed mental illness.  60% of incarcerated youth in Texas are in need of mental health treatment.

THE PROBLEM: Youth involved in the juvenile justice system have mental health needs.

THE PROBLEM:  Texas recidivism rates: JJAEP – 48%Residential – 42%  Bell County recidivism rates: JJAEP – 62%Residential – 20%  McLennan County recidivism rates: JJAEP – 59%Residential – 44%

THE PROBLEM: If Texas were to invest in early intervention and prevention programs that keep 1,000 youth from entering TYC, the state would save over $91 million a year!

THE PROBLEM: We have 3 well-meaning and dedicated systems that speak different languages working with the same highest-risk students.

THE PROJECT – “ENCIRCLE” This wraparound, service-delivery collaborative will target 50 Bell and McLennan County youth in JJAEP and residential placements as well as during aftercare transition to provide: (1) a common structure for interagency collaboration and progress monitoring, (2) direct services to students and families, including research- based educational, mental health, and family interventions, and (3) training and consultation services to partnering educational systems, mental health organizations, and juvenile justice personnel.

THE PURPOSE DECREASE:  School-related discipline incidents  School suspensions  Recidivism INCREASE: Family relations Social competencies School attendance Grades

THE PARTICIPANTS ENCIRCLE will serve students who are in placement at JJAEP or a JJ residential program who meet the following criteria:  parental permission is acquired  home campus is a partnering school  student will be returning to home campus  will be released from placement any time between Nov. 27 th and April 18 th – this allows 10 weeks of intervention in placement and 6 weeks of aftercare services

THE PARTICIPANTS The Multidisciplinary Team, led by the CLD Care Coordinator, may be different for each student, but will include:  The student’s CLD Academic Interventionist  The student’s Case Manager  The student’s Mental Health Provider  The student’s Campus Advocate  The student’s Probation Officer  The student’s home caregiver  Any other interested party (including school personnel, juvenile justice personnel, and mental health providers)

THE PROCEDURE Student Identified (Campus advocate designated) Student Assessed by MDT (School records & teacher questionnaire)

THE PROCEDURE MDT Creates ITP (Campus Advocate attends) Emotional/Social (bimonthly) Academic (bimonthly) Family (bimonthly)

THE PROCEDURE MDT Assesses Progress (each 6-weeks; Campus Advocate attends) MDT Develops Transition Plan (at least 8 weeks prior to release; Campus Advocate attends)

THE PROCEDURE Student is Released to Aftercare Services (duration 6 months) Emotional/Social (monthly) Academic (weekly for 6 weeks; on campus) Family (bimontly)

THE PROCESS OF COMMUNICATION Communication Portal: ENCIRCLE – Time Logging System: Track & Time

PLEDGES FROM THE PARTNERS SCHOOLS: 1. Designate a Campus Advocate for each student 2. Allow the Campus Advocate time to participate in MDT meetings and make contact with the student while he/she is in placement 3. Allow staff to participate in professional development training: Brain-based learning differences in October Research-based, cross-curricular interventions in November 4. Provide access and space for the academic interventionist, case manager, mental health provider, and/or probation officer to meet with the student during aftercare on the campus 5. Assist in the collection of necessary data to evaluate the project

PLEDGES FROM THE PARTNERS JUVENILE JUSTICE SERVICES: 1. Provide and/or coordinate case management mental health and counseling services for youth and families 2. Necessary supervision of personnel designated to this project 3. Allow staff time to participate in MDT meetings 4. Allow staff to participate in professional development training: Brain-based learning differences in October Research-based, cross-curricular interventions in November 5. Provide access and space for the academic interventionist, case manager, mental health provider, and/or probation officer to meet with youth and/or families while in treatment and during aftercare 6. Assist in the collection of necessary data to evaluate the project

PLEDGES FROM THE PARTNERS MENTAL HEALTH SERVICES: 1. Provide and/or coordinate case management, mental health, and counseling services for youth and families 2. Necessary supervision of personnel designated to this project 3. Allow staff time to participate in MDT meetings 4. Allow staff to participate in professional development training: Brain-based learning differences in October Research-based, cross-curricular interventions in November 5. Provide access and space for the academic interventionist, case manager, mental health provider, and/or probation officer to meet with youth and/or families while in treatment and during aftercare 6. Assist in the collection of necessary data to evaluate the project

ENCIRCLE JJAEP or Residential From Bell and McLennan Counties INTERAGENCY COLLABORATION School districts Juvenile justice Mental health agencies Educational specialists Other youth-serving community agencies CARE COORDINATION Coordinating MDT meetings Developing/ monitoring ITPs Constructing a dissemination monograph EMOTIONAL & SOCIAL SUPPORT Cognitive-behavior counseling Anger management and interpersonal skills training Case management EDUCATIONAL SUPPORT Diagnostic-prescriptive approaches to research-based learning strategies Addressing academic and vocational needs FAMILY SUPPORT Interaction with community resources to address daily living needs Cognitive-behavioral approach to family counseling Parent training Crisis intervention AFTERCARE SERVICES Ongoing youth and family support (counseling and academic) Collaborating with home campus to ensure smooth transition

WHAT’S NEXT? Before you leave today… Review the proposed permission slip, edit, and leave it at your seat. Complete the Partner Information Sheet and leave it at your seat. When you get back to campus… Complete the Student Information List and fax to Share the ENCIRCLE information with your staff.