Welcome to our 2nd Annual 18 Holes on the LINCS golf course. If you joined us last year, welcome back. If you are on the Rookie Tour, grab your clubs, educational resources, and get ready to learn and have fun. With summer in full swing we will be taking the next 18 days to relax on the Correctional & Reentry Course and share ideas, resources, and of take our best shots at some of the challenges facing adult educators, administrators and students both behind and beyond our prison walls.
Here is how we play on this course, for the next 18 work days, I will be posting in this discussion group a "Hole" which consists of a topic of interest for adult educators, administrators, students, and others in the field of correctional and reentry education. Each Hole will ask for your suggestions, questions, resources, or comments in order to successfully move the ball from the tee box to the little round hole. Please feel free to share, add your comments or even thoughts on a "Hole" that you might like to see in the future. These holes, like in education, have challenges, hazards, and all come with a goal of helping our students become smarter and successful in life.
Now we are off to the first tee box:
Hole #1: Par 4 (Requires at least 4 posts/discussions - the more discussion threads the lower your score -lol)
This relatively easy Par 4 hole requires you to consider four things that could help our students behind the walls navigate the challenges of life as they transition from the tee box to the green. Like in life, this hole has some sand traps along the way and if you don't keep you eye on the ball you might find yourself in some rough, or losing your ball in the trees that line the fairway.
Here are my four to get you off an running:
1- Connecting students to education resources prior to leaving the tee box of incarceration;
2- Providing an opportunity for career exploration for students to help find what they might really love to do after they come home;
3- Share the importance of adult education and skill development behind the walls and help students learn to enjoy reading, writing, and critical thinking;
4- Make learning fun, exciting, and rewarding by giving just a few simple words of encouragement, congratulations, and maybe a simple hand shake.
Your caddie says to check out: Take Charge of Your Future - LINC Resource - https://lincs.ed.gov/professional-development/resource-collections/profile-276
Now that I am off and running, it's your turn to pick your club and swing for the fairway. Looking forward to the next 17 days. Hope you will join me.
Comments
I'm excited to meet up with Jeff and others on the green this year. Here are my four things to share that I think could help individuals transition from tee box to the green.
1. MENTORING-While there are all different types of mentors, I'm advocating more for mentors that can help them with basic, everyday living tasks. I have heard many individuals, especially those incarcerated for 5 or more years, say that their hardest struggle was shopping at a grocery store or figuring out new technology to access healthcare and other resources when they returned home. It would be best to meet these mentors while behind the wall and maybe have the mentor meet up with them on their first day beyond the wall.
2. CAREER INTERVIEWS-Provide on opportunity to do informal career interviews prior to release. Career interviews with people who are actually working in careers that are of interest to an individual can be super helpful. Not only does it help someone get a clearer picture of what the day to day work for a particular occupation looks like, it also helps individuals be better prepared for the interview process. AND...if done right, it helps individuals feel more connected to others in their community.
3. TIME MANAGEMENT SKILLS- This is a tough one! Behind the walls someone is telling you what to do and when to do it. However, beyond the walls you have to manage every minute of your day carefully to meet the demands of parole and probation, your family, and your employer. Teaching individuals how to create and track appointments on electronic calendars while they are behind the walls may help them be more successful beyond the walls.
4. ENTREPRENEURSHIP SKILLS- We should provide programming behind the walls that helps individuals understand the benefits and challenges of owning their own business. For some, this kind of training will open up career opportunities aplenty and for others it will help them be a better worker or team leader within a small or large company. Check out www.pep.org for an example of how these types of programs can make a difference.
Thanks Chrissie for sharing your expertise on this challenging hole. All of these are amazing suggestions of things that should be on our radar screen (or on your golf card) as we navigate life after incarceration. Well done.
HI. Welcome to the 2nd Hole a short, but testy Par 3. Over the past two years three letters has been on the minds of many working in the correctional and reentry education arena. "IET" The object of this hole is to relay a challenge or success story in applying the Integrated Education & Training Model.
Here's a bit more about what an IET:
Fundamentals of IET Programs
Overview
WIOA and the final regulations established by the U.S. Department of Education in 2016 outline the definition and requirements of IET programs.
Section 203 of WIOA defines an IET program as: “…a service approach that provides adult education and literacy activities concurrently and contextually with workforce preparation activities and workforce training for a specific occupation or occupational cluster for the purpose of educational and career advancement.”
To meet the requirements, IET programs must integrate the delivery of the three required activities: adult education and literacy activities, workforce preparation activities, and workforce training activities for a specific occupation or occupational cluster. An IET must be part of a career pathway that leads to educational and career advancement and is aligned with the state’s Adult Education Content Standards.
While IET programs must comply with the WIOA law and regulations, states can add policies that further shape IET design and implementation. The information, processes, and tools presented in this toolkit are designed to work in conjunction with your state’s policy and technical assistance efforts. If you encounter a conflict between the information in the IET Toolkit and your state’s policy, you should defer to state policy.
Purpose
This section presents additional information about the WIOA requirements for IET programs.
The Three Required Components of IET Programs
WIOA requires IET programs to integrate adult education and literacy activities, workforce preparation activities, and workforce training activities with appropriate intensity and quality while supporting participant learning and career planning. The IET program uses a single set of learning objectives to facilitate the contextualization of basic skills and workforce preparation into training skills. The three components of integrated education and training must be provided concurrently as well as contextually (integrated). To be considered an IET program, the components cannot be provided sequentially.
Below is an overview of each of the three required activities, which are described in the WIOA regulations at 39 CFR Part 463 Subpart D. Click on the plus signs below for more information about each activity.
IET Component Integration
WIOA requires that the services of IET be provided concurrently and contextually, meaning that the adult education and literacy activities, workforce preparation activities, and workforce training activities are:
This integration is organized through a single set of learning objectives that align the IET program’s specific adult education content standards, workforce preparation skills, and workforce training competencies.
Educational and Career Advancement
The purpose of IET programs is to support learners’ educational and career advancement. An IET program achieves that purpose if:
1-The adult education component of the program is aligned with the state’s content standards for adult education as described in the State’s WIOA state plan (34 CFR § 463.38); and
2-The integrated education and training program is part of a career pathway. WIOA defines a career pathways as “a combination of rigorous and high-quality education, training, and other services that—
(A) aligns with the skill needs of industries in the economy of the State or regional economy involved;
(B) prepares an individual to be successful in any of a full range of secondary or postsecondary education options;
(C) includes counseling to support an individual in achieving the individual’s education and career goals;
(D) includes, as appropriate, education offered concurrently with and in the same context as workforce preparation activities and training for a specific occupation or occupational cluster;
(E) organizes education, training, and other services to meet the particular needs of an individual in a manner that accelerates the educational and career advancement of the individual to the extent practicable;
(F) enables an individual to attain a secondary school diploma or its recognized equivalent, and at least 1 recognized postsecondary credential; and
(G) helps an individual enter or advance within a specific occupation or occupational cluster” (29 U.S. Code § 3102 Definitions).
Intentionally building elements of a career pathway’s non-academic supports into your IET program will support learners’ successful participation in education and training that is relevant to the local labor market demand, resulting in their earning occupational credentials valued by employers.
For more information, refer to OCTAE’s Integrated Education and Training (IET) Guidehttps://lincs.ed.gov/professional-development/resource-collections/profile-8850
Take a shot at the hole and join this discussion with three reasons why an IET model should be implemented in the correctional setting and add any advice you might have for anyone considering launching an IET Program in a correctional and reentry setting.
Tennessee is invested in this space! IETs have been a game changer for our participants. With the expansion of Project REAP (a tablet-based educational and workforce development program in the county jails), the opportunity to engage more employers and training providers has drastically increased. We have been tasked with increasing our state's labor force participation to 65% by 2024, and implementing the IET model in carceral spaces will provide the pathway to make this an achievable metric. The ultimate outcome is getting individuals to work. This provides individuals the opportunity for education and training simultaneously and connects them with a specific industry or employer. We are working to identify employers that will agree to include these individuals in the hiring pool. With our tablets, we will have the ability to host virtual job fairs, so individuals can leave facilities with a career.
Can you share more about the REAP Program. I am certain that others are more than interested. Using the IET model inside of prisons is one thing, but launching such a program in the jail setting poses many other issues, time being one of them. Hope you can share more and looking forward to seeing you on the course. Jeff A
I am familiar with the LEAP model, but I'm not sure if it's the same as the REAP program mentioned and looking forward to hearing more.
Project REAP is unique to Tennessee. It is a tablet-based educational program in our county jails. REAP stands for Reentry, Employment, and Adult Ed Program. We are currently working with employers and training providers, like FirePro, in our state to provide education, training, and credentialing exams through the tablets. The educational components are given through in-person instruction and supplemented through the tablets. If an instructor or training is unable to go to the facilities, the tablets offer a virtual classroom where instruction can take place on a secure platform. The training providers can input their training content on the tablets as well through the learning management system. We are identifying training providers that do not have lengthy training programs and we also encourage students with higher EFL placement to enter these programs. Also any student can participate, we encourage those quickly approaching reintegration to participate.
I'm excited to join the community as an active participant! I am not a golfer, so I am Googling many of the terms for understanding (don't judge me--pun intended). Here are the four things I think could help individuals transition from tee box to the green:
1. Education and training opportunities--The opportunity to engage in educational and training programs has shown to be effective in equipping individuals with the skills necessary to be successful outside the tee box.
2. Soft skills development and training--These are the skills many local employers have stated are the most crucial to success in the workplace.
3. Employer Engagement--Many employers have preconceived notions about hiring justice-involved individuals. It is important to listen to their concerns, challenge the myths, and educate them on the value this pipeline of workers could add to their bottom line.
4. Digital Literacy Development--Access to technology is going to be a vital part of reintegration. Teaching these skills will be important to our CE participants.
Welcome, LaToya. Nice to meet you on the virtual green. I am clueless about golf and just learned yesterday that there is a difference between putt-putt golf and mini-golf. Although this LINCS community may not know the ins and outs to all the golf terms, we at least know a good bit about helping individuals that have been impacted by the justice system. I hope you will continue to join in on many of the live events and great discussions this and other LINCS groups have.
Hole #3 is a Par 4 because this is a tough, long hole for many to play. As men and women navigate the challenges of incarceration and reentry, survival mode often kicks in and they frequently make the choice to grab the first job that they secure and often fail to consider the job that they might love to do that can lead to a career pathway of success.
Several years ago, Google announced their Career Readiness for Reentry: Curriculum Guide of Partner Organizations. This 16 page guide takes a look at job searching, everyday tasks, job readiness, online safety, and next steps. While far from comprehensive the messaging is clear, Google recognizes the need to do more when it comes to preparing individuals for reentry after incarceration. As in the game of golf, you often need to play the game one stroke at a time.
There are many educational resources out there that help students prepare for a career pathway after prison and for this hole I hope you can share one or two to help us get closer to the hole.
Your caddie suggests that you check out this resource:
Designing and Delivering Career Pathways at Community Colleges (Practice Guide)
This practice guide provides community colleges with five specific recommendations for supporting occupational skills training through career pathways.
Resource URL
https://ies.ed.gov/ncee/wwc/PracticeGuide/27#tab-summary
Looking forward to that next shot.
Thanks
Jeff A
Hi Fellow Golfers!
Jeff, so glad you are doing this event again this year!
As we look at reentry success in employment and other areas, we need to consider those who will help justice-involved individuals reach their goals. This reminds me of a fascinating session from Appalachian State's Summer Institute that Brian Gantt from Central Piedmont Community College presented a few years ago. In "Thriving in a Journey Circle," Brian shared how his program encourages students to develop a journey circle. The circle contains four people who guide students forward on their life's journey. These four people could be:
This group assists students in developing and honing appropriate goals. Justice-involved individuals who have no support system or fall back in with those who helped get them in trouble face a huge task in not re-offending.
How do you help justice-involved persons develop their journey circle network?
Thanks for your contributions,
Steve Schmidt, Moderator
LINCS Reading and Writing Group
Steve, you always share such great resources...thank you!!!!
Hi. Welcome to the PAR 5 (This is a really tough and long hole). We know that those traveling through our justice systems have numerous barriers when returning from prison/jail. There are over 44,000 documented barriers for returning citizens and 70% of those relate to employment. But, how about the barriers to educational achievement and success? What barriers stand in the way for those trying to achieve their GED/HSE or go on to a post-secondary degree?
This hole requires that you think about the educational barriers for advancement and consider some solutions, resources, or advice for educators and students. I can kick this off with a relatively straight drive onto the fairway when I list digital literacy and digital access as one of those barriers. While we have come a long way over the past several years, every person behind and beyond our prison walls should be given education on how to use a computer and access to a tablet/computer for educational purposes.
If you are not familiar with the digital Equity Act, check it out. There may be funding in your state to help master this tough hole. https://www.digitalequityact.org/
Now that I got you started, jump in and take your best shot at naming some other challenges facing justice impacted students.
Thanks
I agree Jeff, this is such a tough hole. It seems to me most other challenges I can think of still circle back to the issues our men and women face around digital access and equity.
Need health care- go online and do this... (I literally called my doctor's office today and the automated voicemail said for hours of operation and address, visit our website.....without digital literacy skills I can't even get an address and hours!)
Need transportation- use this app....
Need child care- visit our website....
Need food-figure out the self-checkout
Want to work here for $20/hr.- scan this QR code to apply.....
It's a beautiful day for another hole and this Par 3 is a bit tricky to navigate. The issue presented today is, "Does education behind our prison walls and continuing upon reentry reduce inmate misconduct and recidivism upon release?"
It has bee recognized that taking just one course inside of our prison walls can reduce the chances of someone returning to prison after incarceration, by as much as 43%!
https://www.rand.org/content/dam/rand/pubs/perspectives/PE300/PE342/RAND_PE342.pdf
However, what are the other effects of offering a robust educational or training program behind the walls and upon release? In 2017 the American Society of Criminology recognized that upon completion of college classes or GED's behind the walls during an inmate's first year of incarceration can produce significant benefits in lowering violent misconduct.
What do you think? Take your time and with each shot add a thought or resource.
Thanks
Jeff A
I just recently started looking over the 5-Key Model for reentry and haven't finished reading all of it, but this hole made me think about the part of the model that addresses employment. This particular model seems to focus on resume development and some "soft skills" or workforce preparation skills that help people "get a job" and "keep a job". However, I wonder if most programs believe the key to reduced recidivism is really just to have individuals "keeping a job" and "surviving" beyond the walls.
I would think we want men and women "thriving" beyond the walls and "progressing along a career path". That rarely happens without some additional education and training ALONG with transferrable, workforce skills like problem solving, digital literacy, and teamwork. Resources like Teaching Skills that Matter are a great example of how we can teach workforce skills that help people get and keep a job, but also teach academic skills that make them college and career ready so they can progress along a promising career pathway. Workforce approaches like Integrated Education and Training (IET) can also bring together academic and workforce skills to help individuals thrive and connect to long term pathways.
Hi and welcome to the really challenging Par 4 so hang on. Picking the right club could be they key.
We have already seen on several prior holes that there are thousands of barriers facing men and women who have been impacted by our justice systems. With the overreliance on incarceration and policing as a response to drug use and mental health in America, many people in our educational classrooms behind and beyond our prison walls face substance and abuse disorders. It is estimated that:
60% of the US Prison population has an active substance use disorder or was incarcerated for a crime involving drug or alcohol abuse;
37% of people in state and federal prisons have been diagnosed with a mental illness;
44% of people in county jails have been diagnosed with mental illness.
On this hole we are taking a shot at what things adult instructors should know about addiction and mental illness and how can we support our students in overcoming these challenges.
Here is my tee shot:
1- Taking some time as an educator to find local resources for your students that can help students with addiction and behavioral health needs and keep them openly available to all that walk into your facility.
Now it's your turn...
Hi and welcome to Hole #7, a challenging Par 3 which requires that we all keep our eye on the ball.
"It has been said that a person without data is just another person with an opinion" and this is especially true in the field of adult literacy, especially in the correctional and reentry settings. However, with each state setting their data standards and reporting differently, this hole would like to explore what data states should be securing to obtain a clear picture of the state of adult education behind and beyond our prison walls.
Despite the desire of over 70% of all men and women behind our prison walls to receive educational support, nearly 60% of all people who are incarcerated do not complete a single educational program while in prison. Beside things like the Coalition on Adult Basic Education's (COABE) State Fact Sheets, PIAAC Surveys, and data from the Bureau of Justice Assistance, what other reporting is in the field which could be helpful in us bettering understanding adult education in our prisons, jails and beyond?
For this hole you have two choices. 1) Go over the water and suggest a study or two that could help us navigate this hole or 2) Go around the water and give us some data that you are aware of that could help educate the public and others on the value of correctional and reentry education.
I can tee off first:
According to a Rand Study, often cited by adult educators, an individual has a 43% better chance of not returning to prison when they take an educational course behind the walls.
You're up...
DOL has some reports and studies related to reentry and employment. WorkforceGPS Reentry Employment Opportunities Community is also another great resource. You do have a to create a free account to access Workforce GPS events, but well worth it!
This hole will be super easy for many of our LINCS friends and more challenging for those newbies who are still learning about the awesomeness of LINCS. This hole you need to name at least 4 Communities of Practice on the LINCS platform and prioritize them for educators and students that have been justice impacted. I will kick us off with the easy one and you all get to play from the fairway as my tee shot is the "Correctional and Reentry Education Community.
Now it's your turn. (My fellow moderators are welcome to join this hole and share a bit about your community as well.
Good luck.
Here are 4 Communities of Practice:
Disabilities and Equitable Outcomes
Math and Numeracy
Program Management
Integrating Technology
This hole will challenge you as it has challenged our entire country over the past decades. There are between 70-100 million people in our country with a criminal record. Statistically, if you are a black male born in 2001, you will have a 1 in 3 chance of being imprisoned. (1 in 6 for Latino males; and 1-18 for black women). There is little dispute that men and women who are black and brown are disproportionally impacted by our justice systems. In fact, while there was a decrease in our prisons and jails in our white populations of 28%, our black and Latino populations decreased only 22% and 23% respectively. Thus only widening the racial disparity.
In what ways can we as educators, administrators or students do our part to create a more equitable educational system for all. This is a tough hole, but let's all try to take a shot at making this our best one yet.
Hi. We made it through half the course and thanks to those who took this stroll around the course with me. For those not yet on the LINCS it's not too late to join us from some of this educational fun.
Now we rounded the turn and are headed to Hole #10. This hole is short Par Three that requires you to will definitely help you as an educator. Check out this amazing video: https://www.youtube.com/watch?v=4p5286T_kn0
Now, what is it that you can do to help your students see in themselves what we often see as educators?
If your not sure, watch this video...
Good luck.
Jeff A
Hi Jeff,
Thought I would add this encouraging article from Chalkbeat about the difference inmate teaching assistants can make in a classroom.
Thanks for all you do Jeff,
Steve Schmidt, Moderator
LINCS Reading and Writing Group
What a great article. There is no question that teaching behind the walls can be transformative for students, teachers, and tutors alike.
On this tricky hole there are many options. You can go over the trees, around the water, through the sand, or just hit the ball straight and stay in play. I am reminded of a great book, "Option B" by Sheryl Sandberg. Without giving too much away, all that Sheryl wanted was for her husband who had passed away to come back. It took a long time for Sheryl to understand that while her first and only real wish was for the return of her husband, that this option was not possible and she needed to make the best of Option B.
In life we all face challenges and for those traveling through our justice systems turning back the hands of time is just not an option. As educators, administrators, and students, what are the options that are available for those seeking to further themselves in a career opportunity or to advance academically. Option A for many adult learners has long since past in their childhood schooling years. Option B and the choices you make on this hole are tough and require thinking ahead, planning, and pushing forward until you reach your goal.
What are your suggested options for adult learners in the justice and reentry systems?
High school Equivalency, Post secondary...
Walk us through this hole and add some of your suggestions and thoughts.
Thanks
One thing I see happening is telling people more education will get you more money and that's not exactly true. I think we need to help men and women behind the walls understand career pathways, in-demand jobs, and wage progression. Working hard and earning a high school equivalency diploma, college degree, or short-term credential while behind the walls is rewarding, but if you can't do anything with it when you get out OR can only get stuck in entry level jobs, it's discouraging. I worked with an individual that obtained a bachelor's degree, but it didn't align with any high priority occupations or growing career paths. We need to do better behind the walls in helping men and women understand career pathways and the benefits of constantly improving your skills and education to progress along a career path.
If you have been keeping score good for you. Albert Einstein once said that "a person without data is just another person with an opinion."
On this hole we will be looking at all the yardage of adult education. The Coalition on Adult Basic Education has recently updated data on each and every state to see how many students are being touched by our adult educational systems and how are we doing as teachers and students. The challenge of this hole is that each and every state is a has its' very own way of collecting data, especially in the prison literacy setting. This link will be helpful for you to see and share the work being done and money being spent (or not being spent) on adult education.
https://educateandelevate.org/map-locator-tool/
Take a minute and check out the data. In Pennsylvania (my home state) we spent a mere $865 in federal funding per adult learner.
The challenge on this Par 4 is to identify 4 data facts relating to your region or state regarding adult literacy.
This short Par 3 is the money hole for sure. In a recent article by British Robinson from the Barbara Bush Foundation she cited the fact that the annual income of an adult with a 0-1 level proficiency is just over $34,000 per year (the equivalent of minimum wage). By just moving up one level to Level 2 proficiency their income increases to $48,000 (still below basic literacy), and at Level 3 proficiency their average income rises to $63,000.
https://thehill.com/opinion/education/3598408-literacy-is-an-economic-growth-engine-will-we-seize-it/
The impact that adult basic education can have on our society is profound. If all adults maintained a Literacy Level of 3, this would generate an additional $2.2 trillion in annual economic activity (that is equivalent to Italy's entire economy). However, the generational impact could be priceless.
In the correctional and reentry settings we need to recognize that many of the challenges facing our justice impacted populations have their origin in poverty and efforts to find financial stability. For this hole let's consider three shots we can take that can help our learners and the general public understand the economic impact of adult education.
I can get us started:
1- Research the projected career pathway of a learner and detail the financial advancements made as they travel to towards their ultimate goal.
Now it's your turn...
This could very well be the most important hole on the course. In November 2021, the President signed into law infrastructure legislation that included the "Digital Equity Act". This act will make digital literacy and access a key priority in the coming years and help our country battle the Digital Divide which has plagued our country, and in particular the men and women in our justice systems.
Here are a few definitions you will need to know for this hole:
Digital Equity
Digital equity is a condition in which all individuals and communities have the information technology capacity needed for full participation in our society, democracy, and economy. Digital equity is necessary for civic and cultural participation, employment, lifelong learning, and access to essential services.
It is important to note here the use of “equity” vs. “equality.” When we use the word equity, we accurately acknowledge the systemic barriers that must be dismantled before achieving equality for all.
Digital Inclusion
Digital Inclusion refers to the activities necessary to ensure that all individuals and communities, including the most disadvantaged, have access to and use of Information and Communication Technologies (ICTs). This includes five elements:
1. Affordable, robust broadband internet service;
2. Internet-enabled devices that meet the needs of the user;
3. Access to digital literacy training;
4. Quality technical support; and
5. Applications and online content designed to enable and encourage self-sufficiency, participation and collaboration.
Digital Inclusion must evolve as technology advances. Digital Inclusion requires intentional strategies and investments to reduce and eliminate historical, institutional and structural barriers to access and use technology.
Digital Literacy
NDIA recommends the American Library Association’s definition of Digital Literacy via their Digital Literacy Task Force:
Digital Literacy is the ability to use information and communication technologies to find, evaluate, create, and communicate information, requiring both cognitive and technical skills.
A person with digital literacy skills:
In relation to this hole, the Digital Literacy Act will attempt to solve the problem of digital literacy in our prison systems by including as stakeholders our incarcerated populations!!! Here what the law says:
Provide a description of how the state plans to collaborate with key stakeholders including: (1) community anchor institutions; (2) municipal governments; (3) local educational agencies; (4) nonprofit organizations; (5) organizations that represent people with disabilities, aging individuals, individuals with language barriers or low levels of literacy; (6) the state’s non-federal incarcerated population; (7) civil rights organizations; (8) workforce development programs; and (9) public housing authorities.
For this hole, what are four things you should be doing to prepare for your state's implementation of this act. I can get you started.
1- READ THE ACT! https://www.digitalequityact.org/
Good luck.
On this long Par 5 you will be educated on the impact that post secondary education has on our men and women who have been justice impacted. Formerly incarcerated people securing post secondary education while behind our prison walls reenter the labor market with competitive skills and qualifications leading to higher rates of employment and increased earnings.
An analysis conducted by Georgetown Center on Poverty and Inequality estimated that increasing post secondary education in prison by expanding Pell Grant access to those behind the walls, would result in a $45.3 million increase in the combined earnings of those released during the first year they return home. More importantly, those leaving prison with post secondary education frequently find stability, good paying jobs, and result in a reduction in recidivism, saving states a combined $365.8 million per year.
With the Pell Grant window reopening in 2023 for those in or prisons, nearly 463,000 in state prisons could be eligible for grant support. For this hole let's take a few shots at considering how we can support our students as they consider and engage in taking post secondary courses inside our prisons. I can get us started.
1- Let's educate our students about the benefits of taking a college course and discussing the career pathway which a college degree might lead to upon completion.
2-5 Up to you...
Thanks
We are almost at the end of our LINCS course and I would be remise if I did not include one hole that provided some guidance and support for our community in an area that I am passionate about: READING. For this easy Par 3 hole, recommend three books for our community that you have read which has helped to make you a better educator, administrator, student, or person.
Here are my three:
1- The Second Mountain by David Brooks (a wonderful book about the choices we make along the climb up our first mountain of life and the reality that often we fall down that mountain. The book focuses not on what we did on the first mountain, but the lessons we learned so that we could conquer the second mountain that stands in front if us).
2- Think Again by Adam Grant (You will never use the term "best practices" again, and will think about always striving to make things better).
3- Untapped Talent by Jeff Korzenik (This wonderful book highlights the challenges facing returning citizens in the labor market and the untapped talent of justice impacted workers that could change our economy).
Good luck sharing and happy reading.
Hi. We are almost at the very last hole on the LINCS Course and wanted to hear from all of the players, educators, and students about what you would really like to see more of in the LINCS Correctional & Reentry Education Community of Practice in the upcoming year.
On this wide open hole, take a few shots and share some suggestions on topics you would like to see covered, speakers you would like to hear from, resources that you would like to see shared, or ideas that you have that could help build this community of practice.
Here is one that I will be initiating:
We will be having a monthly book club where our community will have an opportunity to share a book they have read that could be helpful to our colleagues and students.
Now it's your turn.
Thanks
Jeff A
Hi.
We have reached our last and final hole on the LINCS 2022 Summer Course. Yeah! We will continue to post on the topics we covered over the last 17 holes and hope that you enjoyed the course.
For our last hole it is a very short Par 3 and the only task is to take a shot at three wishes for you, your colleagues and students which you wish would come true as we begin the new school year. Here are my three:
I wish that:
1- Education remains a priority for those working and traveling through our justice and correctional systems;
2- That every prison and jail embraces digital literacy for their residents; and
3- That each day we remember we are all human and that life is not about the choices we have made in our past, but about the lessons that we have learned from those choices.
Thanks and enjoy the rest of your summer.
Jeff A
I was trained to be a teacher many many moons ago in the Midwest. As a secondary teacher in Social Studies and History because I could not teach boys how to do a fireman's carry or dribble a basketball I could not find a job teaching. I found my calling working in many capacities in County government. I retired after 22 years managing a Workforce Development Center where I collaborated with the adult education and community college systems providing training to adults 18+. My wishes are specific to revisions in Workforce Development to better serve Opportunity Youth and Young Adults (OYYA) that includes justice-involved youth.
1. Workforce Development is highly performance based and with DOL requirements to the States the State negotiates a wage with local workforce development boards. The wage is based on full-time employment. This forces most programs requiring On the Job Training (OJT) contracts with employers to average 32 hours a week. States should be able to negotiate a part-time wage for specific populations such as OYYA and homeless in order to provide the flexibility to be an actual employee of a company while providing the time for education and other supports they need to be successful.
2. There be a transitional period of say six months where an OYYA can be transitioned from the WIOA youth program to the adult program. This would allow both the youth and adult systems to charge their service costs during the transition period to WIOA. There are situations where a justice involved youth could take advantage of a longer career training or OJT offered through the adult system that goes untapped without a planned transition.
3. This final item is more personal regarding digital literacy but going beyond that in determining the ability to be successful in taking online training. The rate of individuals successfully completing a career training totally on-line was abysmal before COVID and obviously the only option during COVID. Is there a generic on-line how-to and competency training that could be required of individuals wanting online training? There are many for-profit training providers that are on the WIOA Training Provider Lists that I often questioned how extensive their training was with students in being successful with on-line training and their follow-up.
I am also very interested in the Thriving the Journey Circle and any additional materials supporting facilitating the Journey for justice involved youth.