Merging Two Worlds:A Transition/Career Planning Curriculum for Youth in the
Justice System
Dorothy (Dottie) WodraskaCorrectional Education Specialist
Director Federal Education Grants ProgramArizona Supreme Court
Administrative Office of the CourtsJuvenile Justice Services Division
Arizona Secure Care Education
Secure Care education is defined as every education program which exists in a county detention, county jail, state juvenile corrections, and state prison facility in the State of Arizona excluding Native American and federal facilities.
AOC 14 county juvenile detention facilities (age 8-18) Jails 15 county jails (age 14-22) ADJC 4 state juvenile correction facilities (age 8-18) ADC 10 state prisons and 3 private prisons (age 14-22)
TOTAL: 46 facilities statewide
Arizona Secure Care Education
Secure Care Education must address these acknowledged needs:1) Institutional confinement programming must prepare youth for a successful reintegration back to their community.
2) Lessons and skills learned in secure care environments must be monitored and reinforced outside of the institution.
3) Reintegration of students from the juvenile justice system requires cooperative and collaborative relationships with local school districts prior to release from a secure care facility to ensure a continuum of services and appropriate placement
which can reduce recidivism.
Local Challenges…National Focus
Transient student population
Students have attended various public schools/charters and/or have dropped out of school due to lack of success.
Records exchange for prompt provision of specialized instruction if a student has a history of special education.
Multi-jurisdictional issues prompted by legislatively-mandated structure
Conflicting organizational philosophies within agencies between security (punitive) and education (rehabilitative).
Reintegration: lack of cooperative and collaborative relationship with the local school districts prior to release from a secure care facility to ensure continuum of services and appropriate placement which can reduce recidivism.
Shortage of adequately trained personnel in the area of correctional education.
Secure Care Education Committee (SCEC)
Mission To advocate for excellence in secure care education which leads to student
centered seamless reintegration from correctional facilities into community settings in order to reduce recidivism.
History The SCEC was formed in 1998 by staff of the Arizona Department of
Education and secure care educators from across the state to address the glaring educational needs of youth and adults in correctional settings.
Accomplishments The SCEC has developed the Merging Two Worlds (MTW) Curriculum
through a ADE grant-supported partnership with the Pima County School Superintendent’s Office, Special Programs Division. www.ade.az.gov/ess/securecare
Since 1999 the SCEC has hosted four statewide conferences for training
educators on implementation of the MTW, developed a statewide regional structure for ongoing training, mentoring and technical assistance and standardized special ed reporting forms to facilitate electronic transfer of records.
Merging Two Worlds Curriculum(MTW)
A Transition/Career Planning Curriculum
Prepares Students for reintegration into the community, school or world of work upon release from a secure care environment
Emphasizes the interconnection between the “worlds” of secure care and the community
Instruction in life skills, career development skills, resiliency and social skills which meet Arizona Academic Standards
Based on Resiliency Skills Research
What Is Resiliency?
Resiliency is the ability to spring back from and successfully adapt to adversity.
“Bouncing back from problems and stuff with more power and more smarts.” (Student, Age 15)
Research from psychology, psychiatry and sociology conclude that individuals have an innate capacity for resiliency, “a self-righting tendency”
Resiliency-building conditions are needed(Source: Resiliency In Action, Inc. 2004)
Resiliency Building Skills:Conditions and Attitude
Conditions for Resiliency: Caring and Support High Expectations for
Success Opportunities for
Meaningful Participation Positive Bonds Clear and Consistent
Boundaries Life Skills
Resiliency Building Skills:Conditions and Attitude Cont’d.
“Resiliency Attitude” – “What is right with you is more powerful than anything that is wrong with you.”
Focus on personal strengths more than problems and weaknesses.
Provide the conditions for building resiliency for self and others.
Have patience…..successfully bouncing back from trauma and/or crisis takes time.
(Source: www.resiliency.com)
MTW Curriculum Focus:Resiliency Building Skills
Sense of Purpose
Inner direction Bases choices on internal evaluation Internal focus of control
View of future Optimistic
Spirituality Personal faith in something greater
Perseverance Doesn’t give up despite obstacles
Resiliency Building Skills (cont’d)
Social Competence
Relationships Able to form & build relationships Able to be a friend, and keep close
Humor Can see the “funny”
Perceptive Insightful understanding of people and situations
Assertive Clearly expresses opinions, feelings, ideas Understands how attitude influences others
Resiliency Building Skills (cont’d)
Problem Solving
Flexibility Can adjust to change Can adapt to cope
Love of Learning Needs to know Loves to find out
Creativity Sees unique choices, consequences Individualistic
Goal Setting Knows power of goals
Decision Making Uses process and can explain
Resiliency Building Skills (cont’d)
Autonomy
Independence Health/wellness Adaptive distancing from unhealthy people and
situations Self motivation
Inner passion and direction Competence
Is “good at something” Has skills to manage life
Self worth Feeling self confident
MTW Curriculum Organization
Pre-Assessment Tools: Structured Interview; Individual Learning Plan; Student Screening Report for Child Find; Credit Information and Certificate; Educational History
Four Chapters with 10 Lessons in each Chapter:
Chapter 1: Transition Planning: Who Am I?
Chapter 2: Career Preparation: Where Am I Going?
Chapter 3: Transition Planning: How Do I Get There?
Chapter 4: Life Planning: How Do I Keep It All Together?
Teacher Resources: Work Evaluation Rubric & Lesson Resources
My Resource Guide (MRG), Personal Transition Survival Guide: Merge Checklist; Certificate of Competency; Chapter Reflection Sheet
MTW Chapter Organization
Acknowledgement Facilitation Tips Chapter Background Overview of Chapter Contents & Format Table of Contents Work Evaluation Rubric Aligned with Arizona
State Standards Lesson Theme, Objective & Steps to Follow Materials Needed: Handouts etc. Evaluation Rubric Enrichment
Chapter 1 - Transition Planning: Who Am I?
Concept of Resiliency as Critical to Successful Reintegration
Self-Awareness Strengthens Resiliency – “Bouncing Back”
Lesson Topics Include: Value, Beliefs, Self Confidence, Learning Styles & Interests, Personal Skills, Job/Career Paths, Decision Making
Career Planning as a Dynamic Process Employment Trends: Impact of Technology,
Globalization, New Economy Managing Change through “Process and Self-
Awareness” Building My Resource Guide (MRG) – A Personal
Transition Survival Guide
Chapter 2 - Career Preparation: Where Am I Going?
All lessons include self talk, self-awareness, stop and think, resiliency, decision making and planning
Each lesson concludes with the Self-Talk litany Lesson Topics Include: Make a Decision, Values,
The Power of Goals, Priorities, Lifestyle, Choices and Consequences, Gathering Information/Observe, Gathering Information/Ask Questions, Gathering Information/Listen, Other Points of View, Make a Decision
Building My Resource Guide (MRG)
Chapter 3 - Transition Planning: How Do I Get There?
Concept of Self-Assessment leading to Self-Awareness
Life Through a Wide-Angle Lens and Other Points of View
Lesson Topics Include: Self talk, Self Awareness, Decision Making, Social Skills, Planning
Resiliency: Successfully Bouncing Back from Adversity
Planning Process: Goal Setting Nine Life Areas: Leisure, Spiritual, Health/Wellness,
Learning, Career, Financial, Family Relationships, Community
Social Skills Practice Building My Resource Guide (MRG)
Chapter 4 - Life Planning: How Do I Keep It All Together?
Continues concept of self assessment as self-awareness through emphasizing community resources
Lesson Topics Include: Transition into the Community, Self Talk, Self Awareness, Stop and Think, Resiliency, Decision Making, and Planning
Lessons include: Finding a Place to Live, Money Management, Food, Medical Treatment, transportation, Communication, Employment, Education, Leisure Time, Support
Continues development of MRG (My Resource Guide)
MTW Impact & Feedback From The Field
Curriculum well-structured and flexible 40 Lessons difficult to implement in short-term
facilities: Adapt Curriculum accordingly (Mini Version)
Coordinate evaluation and assessment of impact on students while in the facilities and impact on recidivism
Provide Pre-service and In-service training for correctional educators on implementing and adapting the curriculum
Mini Merging Two Worlds (Mini M2W)
Adaptation developed through a 2-yr. Grant from the Arizona Department of Education/Exceptional Student Services (ADE/ESS)
Promoted through a collaboration of ADE/ESS; ASU; ADJC; Pima County Schools; SCEC
4 Chapters, 12 Lessons centered on skills for transition to provide student-centered portfolio
Data collected through student and teacher surveys and reported to the ADE
Curriculum aligned with Arizona State Standards
Merging Two Worlds/Corrections Learning Network (CLN)
Project Arizona Detention Schools
collaborating with CLN to convert M2W Curriculum for nationwide broadcast through CLN network
Resource for 800 correctional sites currently receiving CLN programming
CLN is a nationally recognized distance learning initiative funded through U.S. Dept. of Education, administered by ESD 101 in Spokane, WA
Curriculum available through ADE websitehttp://www.ade.az.gov/ess/securecare/
Closing Thoughts…
Children are always the only future the human race has; Teach them well.
Research indicates that education and workplace preparation are the two most fundamental factors in reducing recidivism by assisting ex-offenders to obtain and retain employment and return to a law-abiding lifestyle.
Contact Information
Dorothy (Dottie) Wodraska,Correctional Education SpecialistDirector, Federal Education Grants Program Arizona Supreme Court,Administrative Office of the Courts (AOC)Juvenile Justice Services Division1501 West Washington, Suite 337Phoenix, AZ 85007
Phone: (602) 542-9573Fax: (602) 542-9479Email:
ADE/ESS Website:
http://www.ade.az.gov/ess/secure care
