Tuesday, June 26, 2012

Why 240 hours of Mandatory Education in Prison


A look at Education in the Federal Prison System

  • Literacy in Prison
  • Correctional populations have lower educational attainment than the general population.
  • There is a 40-60% illiteracy rate in Prison.
  • 237,000- 306,000 of 766,000 inmates perform at the lowest literacy levels.
 GED STATISTICS
59 percent of Federal inmates lack a diploma as opposed to 18 percent of the general population.


EDUCATION MATTERS

  • Education has been correlated with reduced recidivism.
  • Inmates who completed GED requirements recidivated at a lower rate than inmates without their GED.
  • GED completions increased a sense of self-esteem and offered a better chance at employability.

 Motivation and Mandatory Education
Opponents of mandatory education programs argue that it is improper to force adults to learn. Others argue that the sole purpose of prison education is to manage the population by keeping them busy with meaningless work.

However, proponents found that academic achievement was not affected by mandatory education. Supporters believe that it teaches the concept that there are prerequisites to achievement in life, one of which is education.

Why 240 Hours?
  • There is little research available that supports a 240 hour time frame.
  • Messemer and Valentine (2004) concluded that inmates gained 1.0 grade level in reading after 118.4 hours of instruction.
  • Messemer and Valentine’s data suggests that 240 hours is not enough time for many inmates to complete the program.


Methodology
This study is designed to measure the amount of time it takes an inmate to successfully complete the literacy program and obtain a GED.

100 subjects will be randomly selected at USP Canaan.

HYPOTHESIS
It is hypothesized that inmates who score below an 8 will have a higher instructional mean score than the inmates who score above an 8 on the ABLE test.


Procedure
  • Scores from the ABLE test will determine grade equivalents and placement.
     
  • Inmates who score below an 8 will be referred to as low achievers LA.
     
  • Inmates who score above an 8 will be referred to as academic high achievers A/HA.
     
  • The number of hours that each inmate spent in the program will be calculated.
  • Using the SPSS program, the means and standard deviations will be calculated for the two groups to determine the average number of hours obtained prior to passing the GED.

Significance
Since education and GED obtainment is linked with reducing recidivism, the research is worth undertaking.  Releasing inmates with a less than adequate education sets them up for failure and costs society billions of tax dollars.




Possible Outcomes
Increasing the mandatory time frame from 240 to 480 hours may yield more GED completions.


Limitations
  • The study comprises of men only who are predominately African American or Hispanic.
  • The results cannot be generalized outside of prison.
  • The population is transient.
  • Currently, BOP is converting from the ABLE standardized test to the TABE standardized test.

Joys of Learning/Teaching



Nicole Wendolowski
Love of Learning
March 22, 2008


In the book Stories of Learning, Kohl’s story is particularly inspirational. Kohl finds that teachers must learn to uncover the love of learning (p.143). In order to uncover these joys Kohl pushes students to reach their fullest potential and holds strong to the belief that all people can learn when conditions meet the needs of the learner. At various times throughout a teaching career, the teacher will encounter students who are difficult and seem not to want to learn. These are the students Kohl calls not-learners. On the surface it appears that these students are resistant to learn but after looking critically at the situation, Kohl notes that “unlike failure, not learning tends to strengthen the will, clarify one’s definition of self, reinforce self-disipline and provide inner satisfaction” (137). Kohl tells the story of multiple students who did not learn for the sake of creating and maintaining an identity as was the case with Akmir, who had pride in his African American heritage. Akmirs choice to not-learn was rooted in the fact that subject matter, materials and language tended to be raciest and biased. When I sit back and contemplate the not-learners that Kohl speaks of I think about my students and their situations. When I critique the materials available to adult students, I find them to be inadequate. First, the materials are often very childish which seems to put tough guys on guard and create a situation in which resisting learning becomes a way to save face. Second the materials are based on the American interpretation of history. Spanish is based on Spain Spanish; students from the Dominican Republic, Cuba, El Salvador and Mexico cannot relate. Similarly, New York Puerto Ricans have a different language and culture than island Puerto Ricans. Currently, I have students that resist the EPC (English Proficiency Component) of the Spanish GED class. Before an inmate can study in Spanish, he must first demonstrate an advanced level of reading comprehension. This does not make sense to the students and it does not make sense to me. In actuality, the policy is preventing Hispanics from obtaining their diploma. In a class of 25, I only have two students who are studying for the Spanish GED; all of the other students are struggling with EPC. One of their biggest complaints is that they are going back to Spanish speaking community and they don’t need English. It must be noted that these students have already passed the CASAS proficiency tests and have been deemed English Proficient. They are frustrated and it frustrates me because there is nothing I can do about it besides continuing to practice reading comprehension.

Kohl says that children must be given the freedom to make a meaningful life for themselves and teachers must use every tool at their disposal to keep this goal at the top of the educational agenda. I find this statement particularly important in the lives of adult students. Students come to class with a large repertoire of life experience to draw upon. In addition to having varying experiences, they have different life goals and occupations. Under these conditions, it is critical that education be individualized to meet the individual needs of the students. Furthermore, students need to make sense of their educational experiences and find the significance it has on their life. When education fails to have a deeper meaning, I find that the student has already given up on himself and his ability to be successful.


With that being said, I take pride in my class and classroom. I feel that in many instances my students lack positive role models as well as supporters. Growing up in the urban landscape blanketed with poverty, it may be said that my students never really had a chance to be successful. Likewise I can say their adult futures in many ways were preordained by society in the form of racism and institutionalized discrimination.


As a teacher in a correctional environment, I have the ability to give students a second chance at learning or a second chance at education. Like Kohl, I believe that every student has potential and I believe every student has the ability to learn. Above all, I believe that education can inspire students to live a crime-free life outside of prison. In essence, education is the vehicle necessary for change.






Megan's Law Debate


Running Head: Ethical Debate M-Law


Nicole A. Wendolowski
Ethical Debate:  Megan’s Law
April 16, 2005
 1)         Case study 7.11 focuses on Megan’s law and the dilemma of confidentiality and privacy rights of clients vs. the communities right to information and safety.
2)         The problem in this case revolves around labeling, which can pigeonhole individuals as sexual predators or offenders.  It has been argued that these individuals have already done their time in correctional institutions or prisons so to further punish them would be unconstitutional, similar to double jeopardy.  To label ex-convicts with a large “S-O” upon their chest like a Scarlet Letter when they are released would forever shape the paths of their lives.  Unlike the novel, where only people in the town knew of Hester Prinn and her deeds, individuals throughout the world can view the S-O Sex offender label via the Internet; there is no confidentiality when the registry is posted online, its accessible to anyone anytime.   
            The label, sexual offender, is a legal term not a psychiatric disorder.  It carries a lifetime of ridicule and damnation.  Because of discrimination, an offender may have difficulty locating an apartment, securing employment, community support or maintaining relationships.  Currently, sex offender can be used to describe a large variety of people.  It can be used to describe any individual over the age of 11 who was tried and convicted as an adult (www.pameganslaw.state.pa.us).   It also lumps together offenses so an eighteen year old who had consensual sex with a sixteen-year-old girlfriend can be classified as a sex offender.  Because of media and TV crime shows, the public’s first thought about an individual listed on the sex offender site is that they are a child molesting monster guilty of the most unimaginable acts.
Traditionally, laws have protected juvenile criminals by sealing their records.  After offenders turn 18, their records are expunged or sealed, depending on state law. “The philosophy behind this anonymity: Juveniles should not be stigmatized for the rest of their lives for acts committed while they were children; the emphasis of the juvenile criminal system is on rehabilitation, not punishment”. (www.asbj.com) However, over the past decade, the number of teenagers who engage in violent sexual acts has been on the rise. With the increase in violence, schools want to be informed in order to protect their teachers and students.  In some states records are no longer sealed.   With appropriate counseling and treatment, there is no evidence that these young individuals will repeat the offense.  Labeling these young men only stands to harm their future success in society and as the self- fulfilling quip suggests, if an individual is expected to fail then they will indeed fail.
There is a lack of social justice in relation to sentencing. One problem rampant in the criminal justice system is plea-bargaining.  I have encountered individuals guilty of multiple offenses, but because of money, prestige and nepotism they escaped sentencing that requires tracking by the sex offender registry.  The suspect pleas to a lesser charge such as corruption of a minor, which protects him from the public ridicule or stigma of being labeled a sex offender. “Megan Kanka’s killer could have received a thirty year sentence for his second sexual offense against children but made a plea bargain and received only seven years.” (Brooks, p.9 1996). When considering social justice, one may wonder how some individuals with a record of molesting young children could avoid the label when boys with clean records are subjected to the label for having consensual sex with a girlfriend?
Recently, in Citrus County Florida, a young girl was abducted from her bedroom, raped and then murdered.  The perpetrator had a prior record and conviction for sexual offenses, which leads me to assume that the label would hurt individuals who really made an effort to change; however, the label did not prevent or stop a pedophile from brutally engaging in deviant sexual acts. Also, those who are labeled are not monitored appropriately which means hundreds of sex offenders cannot be located or are lost in the system proving the system of labeling to be flawed at best.
            Many law-abiding people regard sex offenders as the scum of the earth; considered the lowest form of human life and they are even shunned by career criminals.  I have heard authorities say that the best justice would be to put a gun to a sex offender’s head and pull the trigger and inmates have said, “we hate this prison - there are too many baby-rapers.”  They would prefer to be associated with a dangerous prison and not one that has so many child molesters.  By labeling men in society, vigilante justice or senseless violence may become a problem. 
On April 7, 2005, the Oprah show discussed prison. The show offered the public a glance inside of a maximum-security men’s prison. Oprah exclaimed, “in prison, men learn to be criminals.”  She went on to explain that within a few years many criminals and with emphasis “sex offenders” will be left out into the streets. She said, “Ted Bundy and other sex offenders went on to be serial killers.”  Millions of people watch the Oprah show and believe what she says to be the truth. She sent a message out loud and clear, “they are being let out in droves; be fearful of sex offenders because they will lash out again.”  Not all sex offenders are sociopaths and not all have personality or mental disorders.  If they indeed possess such characteristics then he would not be merely an offender but he would be classified as a predator. 
         .  “People want to believe that child molesters are evil monsters who are easily identified, and not likable people; denial like this is a common societal attitude toward sexual abuse of children”(Goldstein, 1987. p13).  The chances that a stranger will attack a child are highly unlikely; however, there is a higher probability that an uncle, brother or father will molest that child.  Megan’s law and the media allow people to believe that the problem lies solely outside of the home.  Stranger danger programs do not protect children from friends of the family, from respected individuals such as priests or teachers. “Megan’s law does not address the issue of interfamilial crimes.”(Jones, 1999 p. 3).  The law assumes that the offenders and predators are strangers and that may be attributed to the media.
            From a social work standpoint, the offenders are still people and somewhere in their life something went wrong.  Megan’s law is an external punishment that regards sex offenders as incapable of change.  Ms Jones suggests that counselors must advocate for the humanistic perception of all people and as counselors “we believe in the inherent dignity and worth of all human beings—including sex offenders (1999 p. 5).” In the article “Rights, Responsibility, and Relationships. Catherine Favor, examines social activism amongst women.  Important was the right to respect and dignity, which equates to treating the individual as a human.  People also have the right to have their basic needs met and the right to equal opportunity which means having the same opportunities as everyone else (Favor, 2001 p. 223) In order to meet the needs in the community, interrelatedness must be stressed.  All people need to be loved, accepted and needed. For a sex offender to be successful in rehabilitation it is important that he has support from others instead of complete ostracism.  “By taking care of each other, suffering may be prevented (Favor, 2001 p.223).”
                                                   Pro Megan’s Law
            In support of Meghan’s Law, the “Bureau of Justice Statistics conducted follow-up studies of sex offenders discharged from prison; the study showed that they have a generally lower rate of re-arrest than other violent offenders but are substantially more likely than other violent offenders to be re-arrested for a new violent sex offense”(http://www.princeton.edu) Released rapists were found to be 10.5 times as likely as non-rapists to be re-arrested for rape; “Offenders who served time for sexual assault were 7.5 times as likely as those convicted of other crimes to be rearrested for a new sexual assault (www.princeton.edu).”   Given such information, one can understand legislators' and judges' desire and civil responsibility to be tough on sexual crime. Unlike the statute in the 70’s that allowed confidentiality to be broken when a third party victim was identified; there are no definite threats of re-offence by sex offenders but statistically speaking there may be a likelihood. Victims cannot be identified- nobody may be a victim and everybody could be a victim so the identified third party is society. The privacy interests of persons convicted of sex offenses are less important than the government’s interest in public safety; Release of certain information about sex offenders to public agencies and the general public will assist in protecting the public safety. (Brooks, 1996).
By labeling individuals, who may be a potential threat, families are more capable to take appropriate action to protect the children. The case of Meghan Kanka startled the nation.  The neighbor who invited her to see his puppy was a twice-convicted pedophile, who raped and murdered her, then dumped her body in a nearby park. Megan's grieving parents said they never would have let their daughter wander alone in their neighborhood freely if they had been alerted to the presence of a convicted sex offender living across the street from their residence. (http://www.pameganslaw.state.pa.us).”
            In the State of Pennsylvania, an individual is deemed a sexual predator by the judge involved in the sentencing of the case. A sexually violent predator is a sexual offender who is found to possess a mental abnormality or personality disorder that makes the individual likely to engage in predatory sexually violent offenses. Not all sexual offenders are considered to be sexually violent predators. A sexually violent predator is subject to both the registration and community notification requirements of Megan's Law. (www.emb-designs.twinsburgh.com/amber/Megan.htm)  A sexual offender is an individual who has been convicted of a sexually violent offense- any sexual offense is considered to be interpersonal and violent. Sexual offenders are required to register all current residences and intended residences with the Pennsylvania State Police. (www.pameganslaw.state.pa.us/History).
The type of offense determines the amount of time on the registry.  For instance, kidnapping a minor, sexual abuse or unlawful contact with a minor carries with it a ten-year registry sentence.  Individuals who are designated by the court as a sexually violent predator, or who were convicted of aggravated indecent assault, incest, or who have two convictions within a ten-year time frame are sentenced to life on the registry.
Studies of adult offenders suggest that they began offending as teens and the offenses went undetected into adulthood. (Hunter, Hazelwood & Slesinger 2000.) “Curbing the problem relies on detection of juvenile offenders (Hunter et. al. 2000 p. 82).”  Roy Hazlewood, FBI profiler who specializes in sex crimes suggested that the sadist and pedophile are two predators that are difficult to stop and impossible to cure.  When looking at the crime from this perspective the public has a right to know that they or their children are in potential danger. By labeling an individual as a sexual predator, children everywhere may be safer; a predator cannot live within so many feet of a school or daycare.  Predators forfeit their rights to choose when they hurt other people.  People wishing to stay abreast of sexual offenders in their community, may look online at the registry and receive notification if a threat is near.
3) The standard that is directly related to my dilemma is commitment to clients.  Standard 1.01 states that a “social worker’s primary responsibility is to promote the well-being of clients; however, social workers’ responsibility to the larger society or specific legal obligations may supersede the loyalty owed to clients (Reamer, p. 25).”  As debated, the well being of the client is in direct conflict with the well being of society.  In the case of sex offenders a social worker must protect society and not the client.  In this case, greater good will prevail.   Standard 6.01 Social Welfare is also relevant because it is “ promoting the welfare of society… advocating for living conditions conducive to the fulfillment of basic needs and should promote institutions that are compatible with the realization of social justice.  6.02 and 6.03 are related because social workers will educate the public encouraging well-informed decisions while working towards a society committed to sharing equal access to “life”.
4) The theory that is most congruent with social work and my personal values is the ethics of care or feminist ethics, which emphasizes establishing a caring relationship, balancing concerns about justice with the need for care.  Taking care of others is a primary goal to this model.  This theory encompasses all of the ethical principles important to me such as caring for others in a respectful fashion, which is the value of dignity and worth of a person. The theory acknowledges the importance of human relationships and broaches the subject of justice. This theory is important in this ethical debate because the label that Megan’s law inflicts upon people may potentially ruin relationships and make establishing networks difficult.  In ranking the ethical principles in the order of importance in relation to the dilemma would be: 1) dignity and worth of the person; 2) importance of human relationships; 3) social justice; 4) service;
 5) competence; and the last would be 6) integrity. I believe that dignity and worth and importance of relationships are the most important values because labeling tends to devalue the person making relationships complicated or nonexistent, which is ammunition for the ethical debate   In opposition to Principle One of Gewirth’s hierarchy, labeling an individual may jeopardize the right to basic needs or the core goods such as shelter, life and mental wellbeing. Principle two says the offender has a right to basic necessities over the right or freedom to know your neighbors.  However, Principle four suggests that as a member of society there is an obligation to obey laws.  From this principle it may be argued that the offender should not have broken the law.  From the victim’s perspective it may be argued that their right to well being was taken away by the offender.   
5) I am biased because I cannot understand or comprehend how a young child can sexually arouse somebody.  As a parent of a beautiful three-year-old boy, I would do anything in my power to protect him.  I value protecting the people in society who are not capable of protecting themselves.   I have heard true stories in which men fantasized from the moment the child was born and had a premeditated plan as to when and how they would engage in the act of sexual violence.  That idea disgusts me. 
 Somebody close to me was sexually molested throughout her childhood by her father. My bias leads me to believe that the offender had no values. When the sexual offender died, he seemed to leave a final taunt to his victim. When I was a child, I did not comprehend the odd dynamic between the individuals but every effort was made to protect me from the offender. As a society, we should protect children and innocent people. 
From the other prospective, I am not sure if a label is the best thing.  I worry that innocent people may possess such labels, which ruins the quality of life for the individual as well as the family.  My best friend was involved in a nasty custody battle, which awarded him full custody of his children. Almost immediately, the children’s mother claimed that the father was having a sexual relationship with his ten-year old daughter. That was all it took for the father to be arrested and served with a restraining order while the allegations were investigated. There are three other children who are suffering from the ramifications of not seeing their father.  When searching the internet, I discovered that the number one claim in child custody battles is sexual abuse because it guarantees instant action by the authorities.  It is a malicious attack on character that has the potential to forever ruin lives.
Another issue that I have is the generality of the label.  While working in a state correctional facility, I have meet several individuals who are being released and are part of the sex offender registry.  They are minorities who became involved with young women whose Caucasian families had power and prestige.  I value justice and equality and some of these situations seem unjust.  A consensual relationship was deemed improper by the family; leading to the conviction and sex offender label. 
6) In prison, sexual offenders go through victim awareness counseling as well as extensive group counseling.  In order to be released at the minimum sentence, offenders must admit their crime or take responsibility.  Client values are very different since they are from diverse backgrounds with varying degrees of education.  Even the crimes that they are incarcerated for vary in severity even though the clients are lumped into one group called sex offender. Some sex offenders’ value relationships and others value power.  Sex offenders are characterized as the best inmates because they are meticulous, neat and tidy.  They are also defined as extremely manipulative and that is readily apparent when working with some individuals. 
  The community and broader society value justice in the form of retribution and devalue sex offenders as human or people.  This impacts the dilemma because concerned people want to know who and where the offenders are and they do not care about the particulars or how a label may negatively impact the life of the offender.
7)         Four options to assist in the resolution of this dilemma, would be to: Adopt a federal version of Megan’s Law that eliminates state to state variation and limits access to the Megan’s Law registry to law enforcement; electronically track individuals; only label individuals who are considered to be sexual predators; enforce therapy and support group meetings and provide education to the public.
Realistically, labeling someone a sex offender does not prevent the person from re-offending.  The label may cause the feelings of frustration that cause recidivism and cause the false feelings of safety among the public.  Since Megan’s law has been adopted in many states, a good look at how each state is running the registry should be performed.  A panel should discuss the pros and cons of each state’s system and then one system should be created that is universal and maintains the privacy of the person and the safety of the community.  Limiting access to the State Police or to a state office, would allow the information to be monitored.  The State Police would grant access to inquiring people while maintaining a record of those who accessed the information, which may reduce the chances of vigilante justice. While searching through the database, I found a few individuals whose home address was recorded and believe that this may create an unsafe living condition for the person who already served his time.  If the public has access to the web site showing the offenders, I believe that the address should not be provided.  The zip code should be enough of an alert to allow individuals to take any precautions they feel necessary to protect family members.
If it is apparent that the offenders poses risks or meets criteria for re-offending then it may be assumed that the social worker’s loyalty lies in protecting society and potential victims. I believe a mandatory support network for sex offenders must be achieved. Groups similar to those that support alcoholics such as Alcoholics Anonymous or Al-anon to the families of drinkers may prove useful.  A program needs to be implemented that comprises a team of social workers, psychologists and parole.  Individuals that are identified as sexual offenders need to be monitored more closely.  Conversely, the public needs to be properly educated. The public needs to be educated beyond the idea of stranger danger in order to protect children from friends and family members who are out to hurt the children.” Pedophiles are not looking for a challenge; most are looking for an easy target,” (Salter 2003 p. 225) Special attention is often reduced if a parent is near. To protect children, parents need time to spend with their children and be weary of anybody who is spending time alone with their child. Although that might sound like a bold statement, a potential offender could be anybody.  Offenders do not come in one shape or size, they do not wear signs; they could be a person that is trusted the most- a coach, a priest, an uncle, a teacher or even a parent.
8) To best serve the population of sex offenders, I believe that an open mind is essential. I do not agree with violent acts committed against anybody for any reason.  Sex offenders are not perfect but they are still people with emotions. It is important that we see the offender as a person and not the crime that he committed.  From a system’s prospective everything has been affected in the offenders life from the moment that they hurt another person and intervention can begin at various levels.
As a social worker, a core competency is advocating for services and policies that promote social justice and the client’s well being.  Assisting clients in finding apartments and employment may assist in the reintegration to society.  Implementation of support groups would begin in the courts or justice system by making therapy and support groups mandatory with parole. It is important that members of the team remain up to date with research and continue education in order to best serve their clients.  During group and private therapy, therapists with knowledge of sex crimes, behavior and psychology can assess the offender’s progress. As a society, we need to continue the search for the most effective and least restrictive way to handle offenders in order to best serve society and the individual.   




Reference

Brooks, A.(1996) Megan’s Law: Constitutionality and policy. Criminal Justice Ethics.
     15(1), 56- 67

Faver, C.A. (2001). Rights, responsibilities, and relationships: Motivations for women’s
     social activism. Affilia: Journal of Women and Social Work, 16(3), 314-336

Goldstein,S.A (1987) The sexual exploitation of children: A practical guide to
     assessment, investigation and intervention. New York: Elsevier

Hunter, J.A,; Hazelwood, R, A.& Slesinger, D, (2000) Juvenile-Perpetrated Sex Crimes:
     Patterns of Offending and Predictors of Violence.  Journal of Family Violence. 15(1)
     81-93.

Jones, K.D. (1999) The Media and megan’s law: Is community notification the answer?
     Journal of Humanistic Counseling, Education and Development, 38(2), 80-89

Megan’s Law (2003) retrieved March 16, 2005. www.pameganslaw.state.pa.us.

Reamer, F.G (1998). Ethical standards in social work: A review of NASW Code of Ethics.
     Washington, DC: NASW Press.

Rothman, J.C. (2005). From the front lines: Student Cases in social work ethics (2nd ed.).
     Needham Heights, MA: Allyn & Bacon

Salter, A. (2003) Predators pedophiles, rapists, & other sex offenders: Who they are, how
     they operate, and how we can protect ourselves and our children. New York: Basic
      Books.

Vale, Kathleen.(1997) Privacy Rights Versus Safety: Should Juvenile records be open to
     schools?  Retrieved April, 10, 2005 from www.asbj.com


Job Curriculum: Inmates Building Skills





Employment Curriculum: Building Skills to Pay the Bills
Time Frame: Sixteen Weeks (From September-December)
Developed by:  Nicole Wendolowski
Course: Educ 506, Curriculum Development, Fall 2007















Introduction

This curriculum is designed for a release preparation program within a prison setting; The pre-release program serves inmates of all educational levels. The curriculum utilized in the pre-release program is designed to provide the basic skills necessary to locate, secure and maintain meaningful employment, as well as provide the basic skills to budget and manage a checking account.
Within the prison setting, priority is given to inmates who are twenty-four months or closer to release. However, all inmates are encouraged to participate because they can begin fine tuning the skills needed to obtain employment as well as engage in activities and programs that could potentially assist.

 Much attention has been given to release preparation programs over the past decade.
The program serves inmates of diverse backgrounds with varying degrees of educational attainment. Majority of the participants are African American or Hispanic and come from large urban areas. Their families are often characterized by poverty or rank low on the socioeconomic scale.

Philosophy
The main purpose of prison education is rehabilitation. Education could potentially change the life of an inmate.  By changing the life of an inmate, there will be less victims and less damage to society. In general the purpose of prison education is to provide all inmates with the opportunity to obtain skills, knowledge and a General Equivalency Diploma (GED) if they do not possess one. When inmates take advantage of the educational opportunities available to them, they are better equipped to re-enter society.  My ultimate goal is to provide inmates with the necessary skills to be productive members of society.  In becoming productive members of society inmates need an interactive curriculum that addresses incarceration and the issues and concerns that are unique to that population.  When released from prison inmates will need to overcome barriers of race and discrimination based upon their conviction.  The curriculum needs to be flexible in order to meet the needs of individual students.  

Student Population

The curriculum will serve adults age eighteen and above who have a felony conviction and were incarcerated for any length of time during adulthood.
Ideally class size will be limited to fifteen students to accommodate a population diverse in age, academic ability, education level and experience.
Within an institutional setting, one section should be offered per quarter

Belief Statements

Students believe that school is unnecessary to be successful.
Students believe that a white, middle class teacher, who has never been incarcerated can  understand the racial and discriminatory barriers that exist in society.
Students believe that they do not need a job when they are released.
Students believe that they are entitled to free money to start businesses
 Learning:
Content should be arranged  for students to make connections with the material.
Students will relate material to experiences and transfer knowledge to real life situations.
Through discussion, practice ……..

Teacher

The teacher is the facilitator that introduces topics and steers conversation in the appropriate direction.
Educational Program-

Grouping Structures

The class will have mixed ability grouping.  For this curriculum to be most effective class size needs to be limited to fifteen or less students.  All students regardless of ability will be given one on one attention from the teacher to produce resumes and applications.  A peer tutor will provide assistance while the teacher is engaged with other students.  In addition, advanced students are encouraged to assist students who need extra help. 

Allocation of Time

Instruction will be provided once per week for two hours..
30% of time teacher instruction includes lecture and direct instruction
20% of time review and practice of content or material
50%  of time engaging in activities such as skills assessment, job inventory, discussions, mock interviews.

Curricular Goals, Standards and Objectives

Instructional Objectives
  • The student will define common abbreviations used in classified ads
  • The student will rewrite an ad replacing abbreviations with the word
  • The students will identify the methods used to find a job
  • The student will formulate an answer to the question, have you ever been convicted using the three step approach.
  • The student will be able to write a check with 100% accuracy.
  • The student will utilize basic math skills to balance a checkbook.
  • The student will differentiate between gross and net pay.
  • The student will label the three types of Job skills.
  • The student will explain the difference between an ATM card and a credit card.
  • The student will identify common job search techniques.
Attitudes and perceptions objective:
·        Students will reflect upon their individual attitudes and perceptions regarding employment and recidivism.
·        Students will reflect upon their individual attitudes and perceptions regarding re-entry.
·        Students will examine the racial and social barriers that exist in society.
·        Students will examine personal interests, aptitudes and values in relation to employment.
·        Students will reflect upon what was accomplished while incarcerated.
·        Students will consider wants and needs and reflect upon how financial goals will be met.


Acquisition of Integrated Knowledge

·        Students will identify methods to obtain employment and job information.
·        Students will define common abbreviations used in classified ads.
·        Students will recognize adaptive, transferable and job related skills.
·        Students will identify programs that may assist in the re-entry process
·        Students will re-write a classified ad with abbreviations
·        Students will explain how to prepare for an interview.
·        Students will identify proper and improper interview etiquette.
·        Students will recognize the difference between savings accounts, checking accounts.
·        Students will complete a check.
·        Students will complete an application.
·        Students will recognize the power button, mouse and keyboard from a computer.
·        Students will identify monthly expenses.

Extend and Refine Knowledge

·        Students will construct responses to the conviction question.
·        Students will create a job seeking plan
·        Students will critique interviews
·        Students will create a functional or chronological resume using utilizing the appropriate format
·        Students will compare applications and resumes
·        Students will create a basic budget.
·        Students will compare ATM and credit cards
Using Knowledge Meaningfully
·        Students will investigate employment trends and needs for the State they are being released to.
·        Students will apply their knowledge of interview etiquette and responses to Mock interview situations.
·        Students will apply their knowledge to emphasize accomplishments and describe selves without relating to prison.
·         
 Habits of the Mind
·        Students will work together as a team to create a learning resource center for Job seekers.
·        The student will create a rubric to score responses to interview questions
·        The student will create a life plan that addresses everyday stressors and how these can be overcome incorporating family, psychology (mental health, addiction) and education.
·        Students will plan on encountering rejection and developing strategies to overcome negative thinking.
·        Students will respond appropriately to feedback offered by volunteers.
·        Students will restrain impulsivity and respond in a well thought fashion.




Content Selection for all Four Months
Content Selection.

Strand: Give Strands if you have one.                                                                   


Unit Topic
Each topic should last 1-4 weeks
Subtopics
Key Mastery Objectives
There should be a nice mix of all dimensions.  Select these objectives from the master list you created in the previous section

Standards
§       Add it here for your convenience
September

Self & Employment
*Career Decisions
*Documents and Programs
*Job Skills
*Job  Search

* The Daunting Work Place  (The Working Poor by D.Shipler)
1)Students will examine personal interests, aptitudes and values in relation to employment.
2. Students will recognize adaptive,

transferable and job related skills.
3.  Students will critically reflect on information and write and essay

October

Applications and Resumes
*Applications   Vs. Resume
* Computer Basics
* Completing an application
* Chronological & Functional Resumes
* Coverletters, thank you and follow-up.


1) Students will complete an application.
2)Students will create a functional or chronological resume using utilizing the appropriate format.
3)Students will compare applications and resumes

November

Interview
* Interview basics.
* What is he asking me? Deciphering what employers want.
* Answering difficult questions
* Mock Job Interview and Critique.


1) Students will construct responses to the conviction question
2)Students will reflect upon what was accomplished while incarcerated
3) Students will critique interviews
4) Students will apply their knowledge of interview etiquette and responses to Mock interview situations.

December

Goodbye Paycheck- Hello Bills
*Keeping your job.
* Checking accounts
*Budgetting
* Taxes

1) Students will generate a list of common monthly bills
2) Students will create a basic budget.
3) Students will consider wants and needs and reflect upon how financial goals will be met.
4) Students will complete a check.


                                                                                                             








Then make an individual grid for a month like this 

NOVEMBER  - INTERVIEW                                                                                  


Subtopic
Objectives
Activities
Resources
Week 1
How we communicate
1)Students will identify forms of verbal and non-verbal communication
2) Students select proper  interview attire.
3) Students will recognize positive and negative habits.
4)  Students identify positive interviewing behaviors such as arriving early, good night of sleep.
* Charades- speaking without using words.
* Communicate emotion without using hands or words.


Week 2
Why Interview?
1) Students will recognize the importance of interviews and how they are used.
2) Students will demonstrate an understanding of the types of interviews.
3) Students will identify the four phases of an interview.
4) Students will be familiar with documentation and information to bring to the interview.
5) Students will give examples on how to prepare for the interview. 


Week 3
The Job Interview
1) Students will recall positive interview habits and procedures.
2)  Students will identify what the interviewer is asking.
3) Students will prepare questions to ask the interviewer and knows where to obtain information specific to the company.
4.)  Students will apply previous objectives to the interview.
5)  The student will construct an answer to the question: Have you ever been convicted.
6) The student will create a rubric and questions to interview peers.

Mock Job Interview

Week 4
After the Interview
1)  Students will reflect upon the interview experience and offer suggestions on what can be improved and the steps taken to improve.
2)  Students will prepare a follow-up dialogue.






Week 3 - The make an individual grid for a week like this                                                                                                                                                                


Instructional activities
Student independent activities
Grouping if any
Evaluation
How would you assess the lesson/s
Monday
Review communication

Identify materials that need to be brought to interview.


Role play interview.

Check applications and resumes for accuracy.  Review any materials that will be brought to the interview such as portfolio, art, certificates.

Small groups.

Tuesday
Tough Questions

To illustrate the appropriate three step method to answer the question.
*Students will respond to the question have you ever been convicted?
Students will engage in a discussion based upon video.

Students will develop a rubric to score the Conviction question.


Individual and   whole group.

Wednesday
Lecture: Common questions- what are they asking?
* What is your greatest weakness?
*  How much do you want to get paid?
* Tell be about yourself.
* Identify common mistakes.
* Review ckecklist and rubric that will be used to evaluate peformance.
* Watch Video resources for change.  *Evaluate the interview.
*In a group, brainstorm -  modify the dialogue between Interviewer and interviewee.
Small group

Thursday
Mock Job Interview.
Each inmate will have 3-4 interviews. 

Volunteers from community will review resumes and applications.

Volunteers will evaluate performance  based upon rubric.
Students will utilize information presented throughout course to engage in an interview.

Rubric
Checklist
Friday
Interview is over now what?

Follow-up phone calls.

Thank you letters.
Students will discuss experiences.

Students will develop a list of tips for the next class.

Students will reflect upon their own performance.

Students will write a thank you letter to the volunteers.













Sequence:
The curriculum is sequenced by content and can be viewed as concept-related or as having interrelationships among concepts. It is based upon the principle of prerequisite learning, which means that the students must have prior knowledge

Continuity
Due to the scope and sequence the curriculum shows continuity; Continuity refers to repetition of curriculum components. Throughout the curriculum, students revisit material presented earlier and review the concepts.

Integration
The curriculum has been developed to flow from one topic to the next all of which are connected and based upon real life scenarios that the students have or will encounter

The curriculum contains both horizontal and vertical articulation.  Horizontal articulation can be seen in the Unit on money management.  This unit ties math, consumer skills and job related information together. The curriculum has vertical articulation throughout. The first unit on Skills will be referenced while working on resumes, applications and interviews.  The interviews will be based upon the information provided in the resumes and applications. Balance: This curriculum focuses on topics specific to individuals who have been incarcerated.  Balance is achieved by adapting lessons throughout to meet the occupational needs of the students in the class.

Community Resources:
When preparing inmates for release, community involvement is an important factor.  Depending upon the length of an inmate’s sentence, he may not have come in contact  with members of the community for years.  Utilizing volunteers for a Mock Job Fair as opposed to using prison staff, gives the inmates opportunities to interact with the world outside of the prison fence. More often than not, prison staff cannot step outside of their roll as correctional officers, which affects the validity of a mock interview.  In addition to providing experience interacting with people outside of prison, it is an effective way to pull together all of the information provided throughout the course from resumes to body language.  Receiving feedback from the community members, seems to make the experience more authentic and the inmates learn not only about Interviewing but they learn about themselves.
In addition to the Mock Job Fair, Pennsylvania Career Link will be utilized to provide information upon the services that they offer and programs available that provide resources such as training or tools for specific professions. Because inmates in the Federal System are releasing throughout the United States, Career Link will discuss One Stop Job shops, which are nationwide and other federal programs relevant to all inmates. The materials provided will be Pennsylvania Specific but they can be adapted and utilized to provide pertinent up-to-date information. 
A resource that would be beneficial money/credit  counselor.  Many inmates leave behind credit card debt and other bills when they are incarcerated. Questions always arise regarding late fees, charges  and how it affects their credit report.  Getting a volunteer who is knowledgable in that area would assist inmates in starting off on the right foot. Once an inmate has a job, he needs to be able to make his money work for him to avoid

Other community resources that can be used is the Social Security office so inmates can learn how to obtain paperwork to receive a social security card which is necessary for employment.  The Department of Motor Vehicles can also present information on getting a driver’s license back or how to clear up any tickets or violations that may exist.