1. 2008 Transitioning Students from Incarcerating Settings GUIDELINES FOR PROFESSIONALS WORKING WITH YOUTH AT RISK THE NEW YORK CITY DEPARTMENT OF EDUCATION ALTERNATIVE SCHOOLS AND PROGRAMS 4360 Broadway New York, New York 10033 Cami Anderson Telephone: 917-521-3600 Senior Superintendent Fax 718-521-3649

2. The New York City Department of Education strives to ensure that every student has the opportunity to earn a high school or General Education Development (GED) diploma. At the same time, we recognize that traditional high schools do not work for all students. Some students with multitude of challenges- from personnel issues to incarceration to family trauma – require alternative pathways to a quality education. DISTRICT 79

3. vision Every young person in District 79 will succeed academically and develop socially and emotionally to become a proud and productive member of society. District 79 will be a national model for innovation and replicable strategies for serving previously disengaged and hard-to-reach youth.

4. -Advocate for and connect students who have experienced significant set back to educational opportunity that best meets their needs and aspirations. -Offer high quality programs to help students stay on track toward high school graduation or a General Educational Development (GED) diploma and higher academic achievement. -Provide excellent instruction and support to students in involuntary settings (e.g. incarceration, long term suspension, drug treatment centers) including, ensuring a smooth transition to permanent educational settings. -Provide adult students with diverse and high quality opportunities to further their education. PURPOSE

5. SUPPORT SYSTEM STUDENT MENTORING PROGRAM SUPERINTENDENT’S OFFICE FAMILIES SCHOOL LEADERS PROGRAM FACULTY

6. APPROPRIATE PLACEMENT REFERRALS ARE RECOMMENDED BASE ON “ THE 4 A’s OF TRANSITION” AGE ACHIEVEMENTS (SCHOOL HISTORY: CREDITS, REGENTS PASSED, ETC.) ATTITUDE (PRIOR EXPERIENCES, STUDENT GOALS ATTITUDE TOWARDS FUTURE LEARNING; FAMILY) APTITUDE (I.E. READING LEVEL; SKILLS)

10. YOUNG MEN SUPPORT REUNION MISSION To explore issues and concerns that arise upon students return to the community

12. SHANE Shane was a student who graduated from Horizon Academy. He had a history of multiple incarcerations. He is a father of three small children who came and registered in school upon entering the building. He came to school everyday and worked hard in his classes and with his counselor. He obtained his GED diploma with us and worked with one of our transition agencies called Getting Out and Staying Out. He also participated in the Young Men Support Group. With support and encouragement he persevered in his job search and is now making over $68,000 working as a Journeyman, (which is a category when working in construction). He has been accepted into the Union and gets benefits for his family. Today Shane continues to be mentored by Getting Out and Staying Out.

13. Mr. X was a student at Horizon Academy and now he gives speeches on the Future of Adult Education in New York City. My name is Mr. X. I am 22 years old. I grew up in a very rough neighborhood in New York City, where there were drugs and violence and a lot of trouble to get into. I sold drugs and used drugs. I became an addict. I completed junior high school and moved on to high school, where things get worse. I stopped going to school and stayed in the streets. I was eventually charged with possession of a controlled substance. I was sent to Riker’s Island, where I immediately started attending Horizon Academy, and studied for my GED. I did not get to finish my GED during my stay at Riker’s. At the same time I joined a mentoring program called Getting Out and Staying Out. I was released to a drug program under the supervision of D-Tap, where I was an inpatient for 22 months. I became a professional CDL driver. I was mandated to complete my GED before I could be released from the drug program. I was under a lot of pressure and I couldn’t pass the GED exam. I took the exam five times and failed. I was very persistent in pursuing my GED. With the help of counselors, I decided to attend Monroe College, where one can study for the GED and earn college credits. My lawyer and I presented this to a New York City Judge, who said I was not smart enough to go to college – if I couldn’t pass the GED, there was no way I would do well in college. My lawyer was very upset and said to her, if everyone thought like you, your Honor, I would not be a lawyer today, because I to had a learning disability. The Judge still turned me down. I left the court with tears in my eyes and totally depressed. Once again, I was encouraged by Mr. Goldsmith, (my mentor) who was in court with me. I told him there was no way I was giving up. Another obstacle that I encountered was when I applied for a new job making more money with health benefits. Once again I was turned down. In other words, I had to stay at a low paying job until I was released from the drug program. I continued studying and worked hard toward my GED. Finally in July 2007 I passed my GED. Today, I am free to get that new job where I can better support my wife and new born child. I want you all to know that today, I have a new job with great benefits. I am pursuing a college degree at Bronx Community College. I am so grateful to Horizon Academy for all their support and encouragement, and most of all to Mr. Goldsmith and Staff at GO&SO for believing in me!