Residential Treatment Facilities Management

Response to Request for Proposal SP-19-0054

Residential Treatment Facilities ManagementTechnical Proposal

Electronic Copy

Submitted toArkansas Department of Human Services - Division of Youth Services

Submitted by RITE OF PASSAGE, INC.

Signature Page

AJATC students play a friendly game of kickball on the outdoor athletic fields as staff supervise.

Technical Proposal Packet Bid No. SP-19·0054

PROPOSAL SIGNATURE PAGE p Tvna or rint the fo/lowina information.

PROSPECTIVE CONTRACTOR'S INFORMATION

Company: ~k of f'IJ:l.>OJL h,e . ---.,

Address: ~~(I O &\Iii rit<h ~W"\ ~Vlk fir-City: l'M~tlt

J State: l ,J./ I Zip Code: I 9'1'-l'l. !1

Business D Individual D Sole Proprietorship D Public Service Corp Designation: D Partnership ~ Corporation D Nonprofit

Minority rt Not Applicable D American Indian D Asian American DWoman Designation: D African American D Hispanic American D Pacific Islander American O Service Disabled Veteran See Minority

AR Minority Certification #: tr.l~ Service Disabled Veteran /ft..l l.. Business Policy Certification #:

PROSPECTIVE CONTRACTOR CONTACT INFORMATION Provide contact information lo be used for bid solicitation related matters.

Contact ~~At,\!~ Title: ~'f,ttu.A-i v'l P ,ac.¼1> v Person:

Phone: /~0-1-) (,14~2,Lf ~ Alternate 1-:1-s---aq i- d-ft z ~ Phone:

Email: Miclrttt\· e~ tr11'·tt>M CONFIRMATION OF REDACTED COPY

D YES, a redacted copy of submission documents is enclosed. GI--NO, a redacted copy of submission documents is not enclosed. I understand a full copy of non-redacted submission

documents will be released if requested.

Note: If a redacted copy of the.submission documents is not provided with Prospective Contractor's response packet, and neither box is checked, a copy of the non-redacted documents, with the exception of financial data (other than pricing), will be released in response to any request made under the Arkansas Freedom of Information Act (FOIA). See Bid Solicftation for additional information:

ILLEGAL IMMIGRANT CONFIRMATION

By signing and submitting a response to this Bid Solicitation, a Prospective Contractor agrees and certifies that they do not employ or contract with illegal immigrants. If selected, the Prospective Contractor certifies that they will not employ or contract with illegal immigrants during the aggregate term of a contract.

ISRAEL BOYCOTT RESTRICTION CONFIRMATION

By checking the box below, a Prospective Contractor agrees and certifies that they do not boycott Israel, and if selected, will not boycott Israel during the aggregate term of the contract.

~Prospective Contractor does not and will not boycott Israel.

· e Contractor to a resultant contract shall sign below.

isqualified.

Authorized Signature: _f_ _ ___,.4::2~~~~~~~~~--Use Ink nly.

Title: _B--=----V"-~_s:::....:..\, a.~ ~:.=..:.±-___.__ _ __ _

Printed/Typed Name: O..-Wta ~ iro ~ Date: _ l_-_tJ_'i_-_1"'------

Proposed Subcontractors Form

AJATC Kitchen Staff sets up the site’s new salad bar with plenty of fresh vegetables and healthy options for lunch.

Technical Propo~al Packet Bid No. SP-19-0054

PROPOSED SUBCONTRACTORS FORM

• Do not include additional information relating lo subcontractors on this form or as an attachment to this form.

PROSPECTIVE CONTRACTOR PROPOSES TO USE THE FOLLOWING SUBCONTRACTOR($) TO PROVIDE SERVICES. fi . Tvoe or Print the followina in ormation

Subcontractor's Company Name Street Address City, State. ZIP

IIl,PRosPECTIVE CONTRACTOR DOES NOT PRO~OSE TO USE SUBCONTRACTORS TO

PERFORM SERVICES.

Signed Addenda

ROP Clinical staff discusses program progress with a female student. Students are included in the treatment planning process, and staff check-in with them regularly to ensure they are progressing in their program

and achieving their programmatic and personal goals.

TO: FROM: DATE:

Vendors Addressed Heather Bailey, Buyer January 29, 2019

STATE OF ARKANSAS OFFICE OF STATE PROCUREMENT

1509 West 7th Street, Room 300 Little Rock, Arkansas 72201-4222

ADDENDUM 1

Page 1 of 1

SUBJECT: SP-19-0054 Residential Treatment Facilities Management

The following change(s) to the above-referenced RFP have been made as designated below:

--- Change of specification{s)

Additional specification(s) ---X

--- Change of bid opening time and date

Cancellation of bid ---Other

ADDITIONAL SPECIFICATIONS

• Add the following to SECTION 3...: FACILITY OPERATIONS AND USAGE REQUIREMENTS:

3.9 STANDARD MAINTENANCE AND REPAIR G. Contractor shall maintain and keep operational the Sewer Treatment Facility located at the Lewisville Treatment Facility.

1. Chlorine Levels must be tested daily. 2. Water samples must be sent to the Arkansas Health Department every month for bacteria testing. 3. A major service must be performed every ten (10) years. The Sewer Treatment Facility was changed in 2016. 4. Service must be done by a licensed operator.

The specifications by virtue of this addendum become a permanent addition to the above referenced RFP. Failure to return this signed addendum may result in rejection of your proposal.

If you have any questions please contact Heather Bailey at [email protected] or (501} 324-9320.

Contract Grant and Disclosure Form

AJATC’s library contributes to the facility’s normalized environment. In 2018 Scholastic Books donated seven boxes of brand new books to AJATC for their participation in a month-long National Read-A-Thon.

:1his.1s a . . .

CONTRACT AND GRANT DISCLOSURE AND CERTIFICATION FORM Failure to complete all of the following information may result in a delay in obtaining a contract; lease, purchase agreement, or grant award with any Arkansas State Agency. SUBCONTRACTOR: · (J. SUBCONTRACTOR NAME:

E(Yes ONo ,-u+t of P~¼l \"e. · TAXPAYER ID NAME: ill\t of (J~'fAD;f l~ •

IS THIS FOR:

0Goods? g--Services?D Both?

YOUR LAST NAME: ARST NAME: M.I.:

CITY: M.l lr\AfJA STATE: N\/ ZIPCODE: 9\t.f;).'!, COUNTRY: \)S AS A CONDITION OF OBTAINING, EXTENDING, AMENDING, OR RENEWING A CONTRACT, LEASE, PURCHASE AGREEMENT, OR GRANT AWARD WITH ANY ARKANSAS STATE AGENCY. THE FOLLOWING INFORMATION MUST BE DISCLOSED:

11 F O R I N D I VI D U A L S * Indicate below if: you. your spouse or the brother, sister, parent, or child of you or your spouse is a current or former: member of the General Assembly, Constitutional Officer, State Board or Commission Member, or State Emoloyee:

Mark {'J) Name of Position of Job Held For How Long? What is the person(s} name and how are they related to you?

Position Held (senator. representative, name of p.e., Jane Q. Public, spouse, John Q. Public, Jr., child, etc.)

Current Former board/ commission, data entry, etc.] From To Person's Name(s) Relation MM/YY MM/YY

General Assembly

Constitutional Officer

State Board or Commission Member I

State Employee I

!

11

D None of the above applies

FOR AN ENTITY (BUSINESS)* Indicate below if any of the following persons. current or former, hold any position of control or hold any ownership interest of 10% or greater in the entity: member of the General Assembly, Constitutional Officer, State Board or Commission Member, State Employee, or the spouse, brother, sister, parent. or child of a member of the General Assembly, Constitutional Officer, State Board or Commission Member. or State EmoloYee. Position of control means the cower to direct the purchasing policies or influence the mana9ement of the entity.

Mark {'-J) Name of Position of Job Held For How Long? What is the person(s) name and what is his/her% of ownership interest and/or what is his/her Position of control? Position Held (senator. representative, name of

From To Ownership Position of Current Former board/commission. data entry, etc.] MMNY MM/YY Person's Name(s)

Interest (%) Control

General Assembly !

Constitutional Officer

State Board or Commission Member

Sta!,e,Employee

~ None of t_he above applies

11

Contract and Grant Disclosure and Certification Form

Failu1·e to make any disclosure required bv Governor's Executive Order 98-04, or n.nv violatio11 ofanv rule, regulation, or policv tu/opted pursuant to that Order, shall be a 1nate1·ial breach o(the te1·ms of this contract A11y contractor, whether an individ11al or endty. who fails to make the requfred disc:losm·e or who violates a1,y mle, reguladon, or policy shall be subiect to all legal remedies available to the agency.

As an additional condition of obtaining, extending, amending, or renewing a contract with a state age11cy 1 agree as follows:

1. Prior to entering into any agreement with any subcontractor, prior or subsequent to the contract date, I will require the subcontractor to complete a CONTRACT AND GRANT DISCLOSURE AND CERTIFICATION FORM. Subcontractor shall mean any person or entity with whom f enter an agreement whereby I assign or otherwise delegate to the person or entity, for consideration, all, or any part, of the performance required of me under the terms of my contract with the state agency. ·

2. I will include the following language as a part of any agreement with a subcontractor:

Failure to make any disclosure required by Governor's Executive Order 98-04, or any violation of any rule, regulation, or policy adopted pursuant to that Order, shall be a material breach qf the tenns of this subcontract. The party who fails·to make the required disclosure or who violates any rule, regulation, or policy shall be suf!iect to all iegal remedies available to the contractor.

3. No later than ten (10) days after entering into any agreement with a subcontractor, whether prior or subsequent to the contract date, I will mail a copy of the CONTRACT AND GRANT DISCLOSURE AND CERT(FICATION FORM completed by the subcontractor and a statement containing the dollar amount of the subcontract to the state a enc .

to the best of m knowled e and belief. all of the above information is true and correct and · closure conditions stated herein.

Signaturei_L___,~~~~~~~~~~----Title C~O Date I/~ (Jq

Person M.iehA.eA ~W Title ~'jet\AhVt V\{tc.to-:( Phone No.( 40)--J u 11-41 tt1--

Agency Agency Contact Contract ___ Name ________ _ Contact Person Phone No. or Grant No. ·-------- ·------ ·---

Equal Opportunity Policy

ROP offers athletic and recreational opportunities to AJATC youth through a partnership with Boys and Girls Club.

Policy Number:

PoHcy Name:

100.102

Rite of Passage Policy and Procedure

Americans with Disabilities Act

Creation Date: August 15, 2009 I Author: Rick Wright

Revision Date: I Revision #: I 1nma1s:

Policy: Rite of Passage is committed to complying with all applicable provisions of the Americans with Disabilities Act (ADA). It is the Company's policy not to discriminate against any qualified employee or applicant with regard to any terms or conditions of employment because of such individual'., disability or perceived disability so long as the employee can perform the essential functions of the job. Consistent with this policy of nondiscrimination, the Company will provide reasonable accommodations to a qualified individual with a disability, as defined by the ADA, who has made the Company aware of his or her disability, provided that such accommodation docs not constitute an undue hardship on the Company.

The ADA utilizes a three-pronged definition of disability. An individual with a disability is any person who:

1. has a physical or mental impainncnt that substantially limits one or more major life activities, 2. has a record of such an impairment; or 3. is regarded as having such an impairment.

An individual must satisfy at least one of the three prongs of the above definition in order to be considered an individual with a disability under the ADA.

Procedure: Qualified employees or prospective employees with disabilities may request accommodations in order to perform essential functions of their job or gain access to the hiring process. Such requcs1s should be made using the ADA Request for Accommodation Ba.~ed on Disability form and submit it to the Site Human Resources Department, Site Human Resources Representative and/or Corpomte Human Resources Department.

The completed forms are reviewed by lhe Human Resources Department and the Equal Employment Officer. At this time the intemctive process is initiated. This process may include any or all of the following:

1. discussing request with lhe employee; 2. reviewing of job specification/description/essential functions; 3. obtaining additional medical information; 4. consulling with employee, supervisor, management representatives; 5. visiting worksites; 6. other actions as deemed necessary.

Rite of Passage will reasonably accommodate the known physical or mental limitation of nn otherwise qualified applicant or employee with a disability unless the accommodation would impose an undue hard~hip on its business operation.

ROP encour<1ges individuals with disabilities to come forward and request reasonable accommodation.

Forms: ADA Requesr for Accomnroduticm Based 011 Disability

Ri1e or Passage Policy & Vrnccdurt WO, lO?: Amcric:t~ wi1h Dis:ihi1itits J\t.·t

Form:

PoHcyNeme:

100.102

Rile of Passage Policy & Procedure

Americans With Disabilities Act

Creation Date: August 15, 200!> I Author: Rick Wright

Revision Date: I, Revision #: I 1mtials:

SECTION I• EMPLOYEE . Employee Name (First, Ml, Last) ROPSite

Date of Request Job Title

My disability is (e.g., visual impairment, arthritis, heart condition, etc.):

Please a11.<wer tlte following questions to help Rite of Passage 1111ders1a11d tlte basis and nature of your request far u11 ucco111111oda1io11. The i11formatio11 you provide will be treated ca11fide111iully und hundled on a need-10-ki1ow basis. Tltis form will be rl!lui11ed i11 your Compa11y Medical File 011/y.

I. Identify the physical and/or mental impainnent(s) for which you are requtsting accommodation and the expected duration of the impairment(s). Include the date of diagnosis.

2. Explain how the impairment(s) listed above affect(s) your ability to perform the essential functions of 1he position you are applying for and/or your current position.

Ri1e of Pa_.._~gc Poficy &. Procedure Page I of 2 100.102 Form: /\mc:ric;Jn~with Oisubilit«:-i Act

Rite of Passage Policy & Procedure

3. Describe any 1ype of accommodation which will enable you to engage in the hiring process or perform the functions of the position.

4. Do you hav(.l documentation to support you disability? YES D NO O If Yes, Please Explain:

I acknowledge that I am requesting a reasonable accommodation based on a disability defined by the Americans with Disabilities Act (ADA). I agre~ to fully coopemte with the Human Resources Department in responding to my request, including providing medical documentation as requested. I understand that I may not be provided with the specific accommodation that I have requested; however I understand that good faith efforts will be made to provide an accommodation that is reasonable and responsive to my disability in accordance with the ADA. I verify that the information provided by me in this interactive process is complete and aocumte to the best of my knowledge.

I r1in1 Name (Ft,s1, Ml. l..s1) I Signature

SECTION II: EMPLOYER Accommodation Request is: U Approved U Denied D Modified

Provide exnlanation/rationale for the decision made. Attach additional oaees if necessary.

HR Rcph:~·ntoti\:e Print N;smc: (Fi~t. MJ. Las.s.} f);U<

R11c of ra~><: Polk)' & Pcoccd\lrt Page 2 or 2 l00.102 Forni: /\mcriC".'lns. wi1h Di:!i-3.hilitie.,; Act

Policy Number: -Policy Name:

Creation Date:

Revision Date: Policy:

100.104


Jl;qual Employment Oppof.tuility StllteiQei}t

August 15, 2009 I Author: Rick Wright

I Revision #: I' Initials:

Our goal at Rite of Passage is to recruit, hire, and maintain a diverse workforce. In order to provide equal employment and advancement opporiunities to all individuals, employment decisions at Rite of Passage will be based on merit, qualifications and abilities. Equal employment opportunity is not only good bu~iness-it's the law, and applies to nil areas of employment, including, but not limi1cd to recruitment, selection, hiring, trnining, transfer, promotion, termination, compensation, and benefits.

As an equal employment opportunity employer, Rite of Passage does not discriminate in its employment practices against any qualified employee or applicant for employment on the basis of his or her protected group status, including mce, religion, color, national origin, gender (including pregnancy. childbirth, aod related conditions), creed, family care stalus, ancestry sexual orientation, age, physical or menial disability, veteran status, and/or on any other basis that would be in violation of any applicable federal, state, or local law. Upon request, Rite of Passage will make reasonable accommodnlions for qualified individuals with known disabililies, unless doing so would result in an undue hardship. This equal opportunily employment policy also forbids status•ba.<ed harassment such as racial or sexual harassmcn1. This policy applies to all Rite of Passage facilities and all Rile of Passage sponsored activities.

Rile of Passage supports Title II of lhe Genetic lnfonnation Nondiscrimination Act {GINA) by prohibiting the use of genetic information in making employment decisions, restricting the acquisition of genetic information, imposing strict confidentiality requirements, and prohibiting retalialion against individuals who oppose actions made unlawful by GINA or who participate in proceedings 10 vindicalc rights under the law or aid others in doing so.

Procedure: Executives, managers, and supervisors are responsible for making reasonable efforts 10 assure that all employees are provided a work environment that gives every employee the opponunity to succeed. It is each executive, manager, and supervisor's responsibility to ensure each employee is treated in a non-discriminatory manner and free of any form of prohibited harassment, oonsistent with applicable law, rules, regulalion and Rite of Passage policies.

Any executive, manager, supervisor, or employee that becomes aware of an incidenl of discrimination or harassment and/or receives a complaint alleging discrimination and/or harassment must immediately inform the site/regional Human Resources Manager/Representative so that appropriate action can be laken.

Executives, managers, and supcivisor are responsible to ensure lhat employees and applicanls are protected from coercion, intimidation, interference, retaliation, or discrimination for filing a complaint or a.ssisting in an investigation regarding unlawful discrimination and or harassment.

Each site/regional Human Resources Manager has overall responsibility for this policy and maintains reporting and monitoring procedures for their region and/or site. The COJJ)Orate Human Resources Director is appointed the Company Equal Employment Opportunity Officer.

Employees with questions or concerns about discrimination and/or harassment in the workplace are encouraged to bring these issues 10 the attention of the Human Resources Department.

RitC' of Pu..-.."'°g.c 1-'oli(:y & Procedure rage I oC2 100.10-i: ~uul Employment Owne1un.i1y S1atc~nt

Employees who believe lhey have been discriminated againsl or subjecl lo harassmenl on lhe ha.sis of race, religion, e-0lor, nalional origin, gender (including pregnancy, childbirih and related conditions), creed, family care status, ancestry sexual orientation, age, physical or mental disabilily, veleran slalus, and/or on any olher basis lhal would be in violation of any applicable federal, state, or local law, or subjected 10 reprisal for opposing discriminalion or hindered from participating in the employment discriminalion/harassment complaint process must contact their site/region Human Resources Dcparlmenl or Cmporate Human Resources Department.

Anyone found lo be cng.iging in unlawful discriminalion/harJssment or failing 10 report such actions are subject to disciplinary aclion, including lcrmination of employmenl.

Riu: of r~ Policy & Procedure r~c<: 2 of 2 100. 104: l!qu.al l!mploymcn1 Oppnminity Stntt:m~:nt


Creation Date:

Revision Date:

Policy:

100.103


Open Door Policy

August 15, 2009 1 Author: RW

I Revision #: r Initials:

Rite of Passage believes that employees should be an organization's most important resource. ROP stresses that open communication within an atmosphere of mutual trust is of prime importance to its employees. Realizing that effective communication is always a two way street, the Company values employees' constructive opinions and suggestions. ROP feels that all employees should have the opportunity to express their ideas and suggestions, ask questions and get answers. Because ROP believes in team effort and an open atmosphere, it encourages an employee to meet and discuss suggestions, problems or concerns with management.

Procedure:

Rite of Passage's "Open Door Policy" literally means that every manager's door is open to every employee. The purpose of our open door policy is to encourage open communication, feedback, and discussion about any matter of importance to an employee. Our open door policy means that employees are free to talk with any manager at any time.

The best and usually most effective method for an employee to provide input or to remedy a problem or concern about job-related matters is to talk directly with his/her supervisor. Experience has shown that open communications and common understanding at this level can resolve most issues.

If an employee does not feel comfortable talking with an immediate supervisor, the employee is encouraged to continue up his or her chain of command or communicate with a site or corporate manager who is in a position to understand the employee's suggestions or concerns and to recommend a course of action.

Additionally, if an employee feels uncomfortable talking with a supervisor or member of management, the employee is encouraged to discuss his/her concerns directly with the site/regional Human Resources Department who can often act as a mediator in working out a satisfactory solution.

This open communications process is available to all employees and is recommended for solving employment concerns including disciplinary actions. This open door policy is not a substitute for ROP's policy against sexual harassment and unlawful discrimination. Issues regarding sexual harassment, Americans with Disabilities, discrimination, harassment and/or retaliation, Whistleblower Issues, must be brought to the attention of Human Resources in accordance with Company Policy.

Ri1e: of P)S$1gC: Policy & Pruccdon: Pa~-c 1 nf 1


100.404


Prolilbited1 Harassment, Discflndnation, and Retaliation

Creation Date: August 11, 2009 I Author: RW

Revision bate: l:ilemion#: Tlnitiats:

Policy: It is the policy of Rite of Passage not lo illegally discriminate on the basis of sex, race, na1ional origin, creed, age, color, religion, marital sllltus, veteran status, sexual orientation, genetic infonnation, disability or any other considera1ion(s) protected by federal, state, and/or local laws in its educational progr.ims, activities, program, or employment policies as required by Title VI and VII of 1he 1964 Civil Rights Act, Tille IX of lhe 1972 Education Amendments, Section 504 of the Federal Rehabilitalion Act of 1973, the Americans with Disabilities Act (ADA), Age Discrimination in Employment Act of 1967, Age Discrimination Act of 1975 , Civil Righ1s Act of 1991, Equal Pay Act of 1963 and The Pregnancy Discrimination Act of 1978.

Rite of Passage supports Tille II of the Genetic Information Nondiscrimination Act (GINA) by prohibiting the use of genetic information in making employmen1 decisions, restricting the acquisition of gene1ic informa1ion, imposing strict confidentiality requirements, and prohibiling rc1aliation against individuals who oppose actions made unlawful by GINA or who participale in proceedings to vindicate right« under the Jaw or aid 01hers in doing so.

Harassment consislS of unwelcome conduct, whether verbal, physical, or visual, that is ba.sed upon a person's protected status, such as sex, color, race, religion, national origifl, age, disability, veteran status, sexual orientation or any other oonsidemtion protected by federal, stale or local laws or ordinances. Discrimination consists of 1hc failure or refusal lo hire or to discharge any individual, or to olhcrwise discriminate against any individual with respect to his compensation, term.,, conditions. or privileges of employmenl because of such individual's mce, color, religion, sex, or national origin, or any other basis protected by federal, stale or local laws, or to limit, segregate, or classify employees or applicants for employmcnl in any way which would deprive or tend 10 deprive any individual of employment opponunilies or olherwise adversely affect his status as an employee, because of such individual's race, color, religion, sex, or national origin, or any other ba."is protected by federal, Slate or local laws. Any such harassmenl or discrimination is strictly prohibi1cd.

Sexual hara.ssmenl deserves special mention. Unwelcome sexual advances, requests for sexual favors, and other physical, verbal, or visual conduct based on sex constitules sexual harassment when (I) submission to lhe con du cl is an explicit or implicit 1enn or condition of employment or student status, (2) submission to or rejection of the conduct is used as the basi.s for an employment decision or student sta1us, or (3) 1he conduc1 has the purpose or effect of unreasonably interfering with an individual's work performance or studenl educa1ional environment or crea1ing nn intimidating, ho.stile, or offensive working/education environment. Sexual hamssmenl may include, but is not limited lo, explicit sexual propositions, sexual innuendo, suggestive comments, sexually oriented "kidding" or "teasing", "praciical jokes", jokes abou1 gender-specific trails, foul or obscene IMguage or gestures, displays of foul or obscene printed or visual material, and physical contact, such as patting, pinching. or brushing against ano1her's body. Sexu~I hamssmenl can include the act of one person touching another. It is prohibited for males to sexually hara.,• females or other males, and for females to sexually hamss males or other females.

Retaliation for reporting, or threatening 10 ropon harassment or discrimina1ion, including scxunl harassment, is prohibi1cd by Rite of Passage and law.

Harassmcn1 on the job and in an educational environment is prohibited whether it involves coworker har.issmenl, employee to student hara.,sment, manager harnssmenl, or harassment by persons doing business with or for the Company. Conduct prohibited by these policies is unacceptable in the workplace and in any work-related selling out«ide the workplace, such as during business trips, business mce1ings and business-related social events.

Pog.: l of 3 100.404: Prohibited lfor.J.Ss.ment. Di~:rimincitiun. and ke1alia1ion

OTHER TYPES OF liARA.sS.l'vlENT

Prohibited harnssment on the basis of race, color, national origin, ancestry. religion, physical or mental disability, sexual orientation, marital status, medical condition, veteran status, age, or any other protected basis, includes behavior similar to sexual harassment, such as:

• Verbal conduct such as threats, epithets, derogatory comments, or slurs;

• Visual conduct such as derogatory posters, photographs, cartoons, dmwing.~. or gestures;

• Physical conduct such as assault, unwanted touching, or blocking normal movement; and

• Retaliation for reporting harassment or threatening 10 report harassment.

Harassment includes conduct by any employee, guest, manager, customer, vendor, contract and tempornry workers, or anyone else on Company property.

Rite of Passage will not retaliate against you for filing a complaint and will not permit retaliation by management or any other employees. Rc1alia1ion againM an individual for reporting harassment or discrimination or for participating in an investigation of a claim of harassment or discrimination is a serious violation of this policy and, like hara.,;smenl or discrimination itself, will be subject lo disciplinary action. If you feel you are being retaliated against in any manner whatsoever, plea.«e report this immediately to the Site Human Resources Manager, or if you prefer, to the Corporate Human Resource., Department in accordance with the procedures outlined in this policy.

Rile of Passage encourages all employees to report any incidents of harassment forbidden by this policy immediately so that complaints can be quickly and fairly resolved and relevant witnesses can be interviewed while evenls arc still fresh in their memory.

Complaint Procedures for Prohibited Harassment, Discrimination or Retaliation

Rite of Passage takes a "1.ero-toleram:e" srance against any fom1 of harassment, discrimination and retaliation. The following complaint proced11re provides for an investigation of any claim of prol,ibited misconduct. Appropriate disciplinary action will be taken wit/, anyone found to have engaged in prohibited Jiarassment, discrimination, or retaliaJion. Appropriate remedies will be provided for anyone detem1ined to be a victim of harassment, discrimi11ation or rctaliaJion. A claim of harassment may exist even if the employee has not lost a job or some economic benefit.

If you believe you have been subjected lo any form of prohibited harnssment, discrimination or retaliation, or if you are aware of an incident of discrimination, har.issment or retaliation involving another employee or student, please provide a wriuen report (Prohibited Harnssment, Discrimination and Retaliation form) lo the Site Human Resources Manager/Representative, or if you prefer, to lhe Corporate Human Resources Department. Reporting discrimination, harassment or retaliotlon to your supervisor, or any other, monager, supenisor or coworker is not proper-make your report to Che Site Humon Resources Manager/Representative or Corporate Human Resources Depal1ment. The Company takes these mnttcrs .seriously and as a result, it is important that you report any discrimination, haro.ssment or retaliation strictly in accordance with !his procedure so that the Company can address the Issue properly. If any of the above-mentioned individuals arc involved in the discrimination, hamssment, or retaliation, or you do not feel comfortable bringing the issue to that individual, or that individual has failed lo take appropriate remedial action, then you should report the issue 10 another individual not involved in the discrimination, harassment, or retaliation, who is ei1her the Site Program Director/Manager, CMef Operations Officer and/or Chief Financial Officer. Upon receipt of a complaint, Human Resource will notify the Site Director /Manager and keep such individual informed of the progress of the investigation.

Ritt: of V.o....,~gc: roticy & Pruccdurt 100.404: Pruhibi1c:d llo.ra..-.. ... ~n,. Ois.c:rimina1ioo. :md R<:1olio.1inri

The report should be spedfic and should include the names of the individuals involved and the names of any witnesses. The Company will immediately undertake an investigation and atlempt to resolve the situation. The investigation will be completed and a detcnnination made and communicated to you as soon as practical; however, please be aware that you will not be infonned what action(s) were taken. You will only be informed whether your allegation was substantiated and that appropriate action(s) were taken. If lhe discrimination, harassment or relalialion continues, you should report the Issue in accordance wilh the procedures outlined in this policy. Rite of Passage will endeavor to protect the privacy of all panies involved to the extent possible consistent with ils investigation.

Important Notice to All Employees

Employees and/or students who have experienced conduct that they believe is contrary to this policy have an obligation to take advantage of this complaint procedure. An employee's failure to fulfill this obligation could affect his or her rights in pursuing legal action. Also, please note that federal, state and local discrimination Jaws establish specific time fmmes for initiating n legal proceeding pursuant to those laws.

If the Company determines that prohibited discrimination, harassment or retaliation has occurred, remedial action will be taken, commensurate with the severity of the offense and to deter any future discrimination, harassment or retaliation.

Liability for Harassment or Discrimination

Any employee of Rite of Passage, whether a coworker or manager, who is found to have engaged in prohibited haras.«ment, discrimination or retaliation is subject to disciplinary action {up to and including immediate discharge from employment). Any employee, who engages in prohibited harassment, discrimination or retoliation, including any manager/supervisor who knew about the harassment, discrimination, or retaliation but took no action to stop it, may be held personally liable for monetary damages and is subject to disciplinary action. The Company does not consider conduct in violation of this policy to be within the course and scope of employment or the direct consequence of the discharge of one's duties. Accordingly, to 1he extent permiued by law, the Company reserves the right not to provide a defense or pay damages assessed against employees for conduct in violntion of this policy.

Related Forms:

Prohibited Harassment, Discrimination and Retaliation Grievance Form

l'rohibitcd Discrimination/Harassment Acknowledgement Fonn•

Harasser Investigation Notification Lener""

Complainant Investigation Leiter ..

Post Investigation Harasser Letter ..

Post Investigation Complainant Lener ..

Prohibited Discrimination and Harassment Investigation t>r0<:ess Guidelines ...

*Acknowledgement Form required by u/1 new employees and when 1/tere i, 011 11pdote 10 Company policy. Form is kept in individual Personnel File.

• • These letters must he givc11 to the Complai11a11t and alleged Harasser ut the begi1111illg and e11di11g of a11 investigation. Tlic employee m11st sign the receip, of the applicable letter. One copy of en cit is tu be kept in the Persmmc/ File a11d 011c cnp_v i11 tile im--e.stisative file.

• • • This Guideline i'> for Human Rel·ource:s use and not 10 be taken in nny manner as a rule. prnctice, poli91 or prucedurc. lt.v sole purpose i., to serve as n vo/11ntary aid for t//c H11111<111 Rewurce., Depormtc111.

Ri1r: ut P:,."-""4SC .,olicy & Pt0<..i:durc l'age 3 of3 100.404: Vmhihiicd Hara:s.\mcnt. Oisc,imin:uion. and Rct:ili:ltion

Policy Number:

Policy Name:

100.401 ··-


Employee Relations


Revision Date: 1 Revision #: llni~s:

Polley: It is the policy of Rite of Passage to strive to offer a rewarding work environment where employees can expt:ct consistent, fair and unifonn treatment. ROP is committed to fostering relationships with employees based on honesty and integrity in an atmosphere of mutual respect, courtesy and cooperation. To achieve this result requires a positive commitment from all employees and for everyone to work together as a team.

The Company encourages its employees to bring their is.sues or concerns to their Supeivisor, Department Supervisor, Depanment Director/Manager, Human Resources Department, Site Director/Manager or any other member of management whom the employees feel can assist. Research shows I hat most employee/employer problems can be satisfactorily resolved by open dialogue between an employee and their immediate supervisors. Employees are encouraged lo star! with the lowest level of supervision and work up the chain of command until a resolution of the problem is determined.

In its continuing effort to implement fair and effective policies and practices, Rite of Passage has the following goals:

1. lo employ persons on the basis of their qualifications and with assurance of equal opportunity and treatment;

2. 10 provide wages, salaries and employee benefits that bear a fair and reasonable relationship to the work perfonned, and lo what is provided in the marketplace within our industry;

3. to maintain clean, .safe and healthy working conditions; 4. to place each employee into the type of work best suited to their qualifications and abilities; 5. to provide training to employees as needed 10 promote individual growth and to enable the

company to meet established goals and objectives; 6. 10 welcome constructive suggestions that relate to methods, procedures, working conditions and

the nature of the work performed; 7. to establish an open environment which encourages employees to freely discuss any matter of

interest or concern with their immediate Supervisor, Depanment Director/Managers Human Resources Department, Site Director/Manager or any other management personnel;

8. to permit each employee as much discretion and responsibility as is consistent with a wellcoordinated and effective operation;

9. lo conduct the business affairs of the company with high standards of ethics and integrity.

In return, for this commitment, the company expects all employees:

l. to give a productive day's work to the best of their abilities and skills; 2. to arrive at work as scheduled and to begin work on time;

Rite of r~gc rotil')' &. VrowJurc l>3ge 1 o( 2 100.401: Empk>)'«: Udo.tions

3. to demonstrate considerate, friendly, positive and helpful attiludes and behaviors toward fellow employees, management, studenl<; and others;

4. 10 adhere to all policy and procedure guidelines adopted by the company and il<; departments.

In the employment relationship, the company retains the right to exercise all customary managerial functions including, but not limited to, the rights:

l. to employ individuals at will, assign, supervise, evaluate, establish wages and discipline employees;

2. to determine and change starting times, quitting limes, shifts and days scheduled; 3. to transfer employees within departments or into other departments and other job classifications; 4. to establish, change or abolish policies, practices, rules and regulations as warranted; 5. to determine and change the size and/or qualifications of the work force; 6. to detennine and change methods by which operations are 10 be carried out; 7. lo assign duties to employees in accordance with company needs and requirements; 8. to carry out all ordinary administrative operations.

ROP's success is dependent on the trust and confidence we earn from our employees, cuslomers, students and communities we serve. We gain credibility by adhering 10 our commitments, displaying honesly and in1cgrity and reaching company goals solely through honorable conduct. It is ea.~y to say what we must do, but the proof is in our actions. Ultimately we will be judged on what we do.

Rite of t'n.'"'-~,&.e Policy & Procedure Pa~c 2of2 100.401: Entploy« Rda1ioos

Policy Number: 100.402


Policy Name: Employee Protection (Whistleblower.)


Re-vision Date: I Revision#: J Initials:

Policy:

Rite of Pa--,;age's Code of Ethics requires all employees to observe high standards of business and personal elhics in the conduct of their duties and respo1Lsibili1ie.s. A.s employees and representa1ives of Rile of Passage, we musl pmctice honesty and integrity in fulfilling our responsibililics nnd comply with all applicable laws and regulatio1Ls.

It is the responsibility of all employees to comply wilh lhe code of Ethics and 10 report violations or suspected viola1io1Ls in accordance wilh this Whislleblower Policy. Examples of violations are il!eg;il or dishonest nc1ivi1ies, violations of federal, stale or local laws, fmudulent financial activities and/or reporting, failure lo report child abuse and violations of Company Policy and Procedures.

A Whislleblower, as defined by this policy, is "a11 employee of Rite of Passage who reports a11 activity tltat he/sl,e considers ro he ii/ego~ disho11cs1 or fraud11le111 10 011,: or mor~ of 1/tc parties specified i11 this Policy", The whistleblower is oot responsible for invcstigaling lhc activity or for dclcnnining faull or corrective measure; appropriate managcmcnl officials are charged with these responsibilities.

Procedures:

If an employee has knowledge of or a concern of illegal, dishoncsl and/or fraudulent activity, the employee is to con1ac1 the site Human Resources Manager/Representative or Corpor;uc Human Resources Dep.1r1ment.

All reports of illegal, dishonest and/or frnudulenl activities will be promptly submilted in wrill<:n form lo lhe Corpor.th: Human Resources Director (CHRD). The CHRD or designee is responsible for investigating and coordim,ting corrective action. If for some reason lhe CHRD is unable to investigale or is involved in the allegation. the report will he forwarded 10 lhe Chief Opemling Officer.

Any employee filing a complaim concerning a violation or suspected violation must be acting in good faith and have reasonable grounds for believing the informalion disclosed indica(es a violation. Any allegations thal prove not lo be subs1an1ia1ed and which prove lo huve been made maliciously or knowingly to be false will be viewed as a serious disciplinary offense and the employee will be subject 10 discipline up lo and including lennination.

Upon receipt of a complaint, !h.: CHRD or designee will promptly investigate lhe matter. If a complain! involves one of the investigators, such investigator will be excluded from the investigation. The investigalion will be hat1dle<l discreetly and appropriately, and information will be disclosed to othe~ only on a need to know basis or as required by law. The extent of the invcs1igatiot1 will depend on the particular circumstances. but will involve interviewing employees, third parties, obtaining and revio:wing documents, and accessing data base infom,alion. Upon lhe conclusion of the investigation, the investigator(s) shall provide a report and recommend»tion to the Cabinet/Board Members.

The report shall set oul in deiail the specifics of the complaint, lhe sleps taken in the investigation, the factual findings, and the recommendations for corrective action.

Rite or Passag.e Policy & Vrnccd.ure rag" 1 of2 \0(1.40?: E111pt0'~ Protection (Whistleb!owcr) Polil:y

Whis1lcblower protections are provided in two important aren.s -confidentiality and against retaliation.

J. Insofar as possible, the confidentiality of the whistleblower will be maintained. However, identity may have 10 be disclosed to conduct a thorough investigation, to comply with the law and 10 provide accused individuals their legal righLs of defense. Absolute confidentiality, however, cannot be guaranteed because the very fact of conducting an investigation may lead employees or other persons 10 rcnch conclusions of their own. Anyone involved in an investigation under these procedures will be informed of their obligation to maintain confidentiality and will be requiretl to sign an acknowledgement of this obligation.

2. No employee who, in good faith, reports illegal, dishonest, fmutlulent acts or policy violntions shall suffer harassment, retaliation or adverse employment consequence. An employee who retaliaces against someone who lias reponcd a violation in good faith is subject to discipline up to and including termination of employment. This Whistleblo,vcr Policy is intended 10 encourage and enable employees and others to raise serious concerns within the Company prior to seeking resolution outsitle the Company. The protections described below are only available to employees tha1 comply with this requirement.

a. An employee is protected from retaliation only if the employee brings the alleged unlawful activity, policy, or practice to the attention of Human Resources and provides Rite of Passage with a reasonable opportunity to investigate and correct the alleged unlawful activity.

I>. No employee of Rite of Passage will retaliate against an employee who. io good foith, has made a protest or raised a complaint ngainst some practice of Rite of Passage or of another individual or entity with whom Rite of Passage has/had a business relationship, on the basis of a rcasonnble belief that the practice is in viol<1tion of law, dishonest, frnudulent and/or a violation of Company policy.

c. Rite of Passage will not retaliate against an employee who discloses or threatens to disclose to a supervisor or a public body any activity, policy, or prncticc of Rite of Passage that the employee reasonably believes is in violation of a law. or a rule, or regulation mandated pur.suant to law, or is in violation of a clear mandate or public policy concerning health, safety, welfare, or protection of the environment.

d. Employees who participate in the investigation as witnesses will also not be subject to harnssmcnt or retaliation for their good faith pa1ticipation in the investigation.

e. Any whistleblower, witness or participant in the investigation process who believes he/she is being retaliated against must contact the Corpor.itc Human Resources Director immediately. The right of a whistleblower, witness and/or investigative panicip-,mt for protection against retaliation docs not include immunity for any personal wrongdoing that is alleged and investigated.

Que$lions and intcrprctalions of tl1is Policy should be directed to the Corporate Human Resources Department.

My signature below indicates my receipt and understanding of this Policy. I also verify that I h,1vc been provided

with an opportunity to ask questions about the Policy.

Print Name Signature Date

rasc 2ot2 100.40?: t;:mploytc l>m1cc1ion (Whi.s.t.Jcbl~wcr) roli~y

Technical Proposal

Several young women from AJATC’s 2017 Summer Graduating Class pose together in their caps and gowns following their graduation ceremony. The students, whose hard work and commitment to their education

culminated in a high school diploma, look to a bright future ahead.

E.1 General Information .............................................................................................1

A .........................................................................................................................1

B .......................................................................................................................10

C .......................................................................................................................14

D .......................................................................................................................17

E .......................................................................................................................22

F .......................................................................................................................29

G .......................................................................................................................32

H .......................................................................................................................34

I ........................................................................................................................37

E.2 Facility Usage .......................................................................................................45

A .......................................................................................................................45

B .......................................................................................................................62

E.3 Safety and Security..............................................................................................65

A .......................................................................................................................65

B .......................................................................................................................93

C .......................................................................................................................93

D .....................................................................................................................103

E .....................................................................................................................108

F .....................................................................................................................115

G .....................................................................................................................117

H .....................................................................................................................121

I ......................................................................................................................123

J ......................................................................................................................124

E.4 Education ...........................................................................................................125

A .....................................................................................................................125

B .....................................................................................................................129

C .....................................................................................................................133

D .....................................................................................................................137

E .....................................................................................................................140

F .....................................................................................................................143

G .....................................................................................................................144

H .....................................................................................................................147

E.5 Treatment and Case Management...................................................................149

A .....................................................................................................................149

B .....................................................................................................................169

C .....................................................................................................................180

D .....................................................................................................................188

E .....................................................................................................................192

Table of Contents

RITE OF PASSAGE IMPROVING THE LI VES O F YOUT H

E.6 Staffing ...............................................................................................................196

A .....................................................................................................................196

B .....................................................................................................................202

C .....................................................................................................................207

D .....................................................................................................................210

E .....................................................................................................................214

E.7 Implementation..................................................................................................219

A .....................................................................................................................219


Bid No. SP-19-0054 Page 1

A. Addressing DYS Core Beliefs and Treatment Model

As important as what Rite of Passage (ROP) presents in this proposal, is the level of commitment

that we have demonstrated outside of it. Our work in the State began well before the release of this

RFP, as we worked in partnership to provide quality residential services to hundreds of Arkansas

Division of Youth Services’ youth and the families that support them.

Our agency is the current operator of the Arkansas Juvenile Assessment and Treatment Center

(AJATC). Together, our two agencies have made positive changes at this facility that we can be

proud of. These changes have resulted in increased safety, physical plant improvements, use of

specialized evidence-based treatment services, and engagement with the family during every step

of the youth’s program. We have also implemented high school sports (basketball team, softball

team, flag football and soccer), intramural sports, biannual Parent-Teacher Conferences, Read-a-

thons, Spelling Bees, Poetry Competitions, Student Clubs and a Community Garden made possible

through our partnership with the Boys & Girls Club and The Centers for Youth and Family. We

do all of this because we are committed youth advocates and professionals that are dedicated to

providing youth with the best opportunity for success.

ROP will operate the four proposed facilities with the same level of commitment and under the

tenet that “DYS’s goals are our goals.” As such, ROP fully embraces the State’s Core Beliefs, the

Department of Human Services, and Governor Asa Hutchinson’s Transformation Plan. We have

incorporated the recommendations from the report issued by the Center for Children’s Law and

Policy, as well as those of Disability Rights Arkansas. These recommendations are the cornerstone

of ROP’s Integrated Care Model™. If selected as the state’s “Single Qualified Partner”, ROP

will be honored to work under the guidance of, and in lock-step with DYS as this agency fulfills

its vision for its state-wide Transformation Plan.

Transformation Plan

Rite of Passage supports the State’s decision to award a single contract for the operation of

Arkansas’ four residential treatment facilities. We believe that this approach provides the best

opportunity for the successful implementation of the state’s Transformation Plan. We believe ROP

is the most qualified bidder, and that the selection of ROP as the contractor will be the most

advantageous to the State, DYS and its youth.

Under a Single Qualified Partner model, the State will benefit from ROP’s extensive in-state

resources, knowledge of the DYS system, and our commitment and enthusiasm to being a partner

agency as DYS implements its Transformation Plan.

We will utilize our established state-specific resources to successfully operationalize the additional

four Arkansas treatment facilities, and provide continued support and economies of scale. Because

AJATC is the largest state facility, and is centrally located, we will use this site to mobilize

resources to the four DYS treatment facilities in Dermott, Lewisville, Mansfield and Harrisburg.

E.1 General Information



Through this strategy, ROP can efficiently disperse

regional resources including our existing veteran

leadership staff comprised of Marlon Morrow,

Program Director; Amy Ast, Deputy Director; Dr.

Karen Mathis, Clinical Director; Dr. Martha

Whitfield, Principal; Hope Thomas, Human

Resources Generalist; Tony Tanner, Regional

Facilities Manager; and Leonard Damron, Regional

IT Manager. Led by Mike Cantrell, Executive

Director, these staff will have a regional role, with

oversight in their areas of expertise. This is a critical

time for DYS, and we want to provide every resource

possible to do our part in the implementation of the

Transformation Plan.

We also plan on drawing upon our 200 local staff and

consultants within specialized service departments

(already in the state) to meet any need presented for

start-up and ongoing operations. This includes

support/administrative services, compliance, clinical

services, gender-specific expertise, maintenance,

purchasing, food service, human resources,

information technology, and athletics. ROP also has

existing service contracts, knowledge of DYS

systems and is fully immersed in compliance

including ACA accreditation, PREA and CARF.

Michael Cantrell Executive Director

Marlon Morrow Regional Director

Amy Ast Deputy Program Director

Dr. Karen Mathis Regional Clinical Director

Dr. Martha Wall-

Whitfield Principal

Hope Thomas HR Generalist

Tony Tanner Regional Facilities

Manager

Leonard Damron Regional IT Manager

Alexander

Mansfield

Harrisburg

Dermott Lewisville

With operations already centrally located in the state,

Rite of Passage will draw upon our existing in-state

labor pool, systems and infrastructure to ensure the

state’s Transformation Plan is successful.

Single Qualified Partner Model

RITE OF PASSAGE IMPROVING THE LIVES OF YOUTH


Shared Vision

Our agency is committed to work in partnership and in collaboration with DYS – to align our goals

with yours—so that together we will achieve successful outcomes for the youth and families we

serve. To accomplish this, we have examined and embraced DYS’s Core Beliefs and service

philosophy. From this we know that our core values are aligned with the core beliefs in the

Arkansas Division of Youth Services’ Transformation Plan.

Shared Core Beliefs

Serving youth in the appropriate least restrictive settings;

Making decisions based on data;

Creating individualized treatment plans with the appropriate length of service;

Evidence-based strategies that are trauma responsive

Involving families in treatment plans where skills are achieved and goals attained;

Offering accredited high-quality education and vocational training;

Utilizing community- based services to reduce the use of confinement and commitment;

Collaboration with school districts and aftercare providers to ensure successful transition;

Providing equal opportunities for all youth to ensure their success.

ROP’s Core Values

Our five core values reflect our ethical commitment to delivering the right services for the

appropriate amount of time, based on research, within a normalized environment, utilizing our

community and educational partners, while offering career opportunities to employees who are

committed to our mission.

1. Safety, Accountability and Responsibility: We

operate programs as if they were serving our

own children.

2. Partnerships with Families and

Stakeholders: We involve the youth,

families and the community in which

they live.

3. Continuous Learning: We are a learning

organization that adapts to the latest

evidence-based practices that help

youth the most.

4. Student-Centered Programs &

Opportunities: We operate normalized

programs that promote opportunities,

strengths and skills.

5. Staff Contributions: We value our staff who are

driven by our mission to improve lives.



Shared Value-Driven Outcomes

We have operated AJATC under these Core Values since 2016, investing our own capital and

resources to improve not only the facility, but youth outcomes. The results of our efforts include

a robust on-campus culture that includes athletics, the arts, spelling bee and other school-

sanctioned extra-curricular activities, improvements to the physical plant and a reduction of on-

site incidents by half. We have established a community-based least-restrictive program option

and a community advisory board of community stakeholders.

ROP invested

capital in facility

improvements that

created a more

therapeutic and

normalized

environment for

youth.

ROP has developed

a robust on-campus

culture at AJATC,

with numerous

extracurricular and

athletic options.

ROP partnered with

The Centers For

Youth and Families

to develop a step

down, community-

based program for

AR youth called

Destiny House.

ROP has decreased

on-site incidents at

AJATC by half

since assuming

operations of the

facility in 2016.

Through our partnerships, we have made AJATC a safer place for both youth and staff; we are

committed to continuing this important work with DYS to ensure that every youth is granted an

equal opportunity to succeed.

Comparison of

previous provider and

ROP Assault Rate (per

month, per 100)

"\;::; ...................... ~ - G4SAssaults(2013) - ROPAssaults(2018) ········· Linear(ROPAssaults(2018))

RITE OF PASSAGE IMPROVING THE LI VES OF YOUTH


Integrated Care Model

Rite of Passage is a continuous learning organization. As new research emerges and we learn

from our experience, we fine-tune our methodology. This approach was applied to our Academic

Model, which we felt did not fully reflect the needs of more secure programs. We infused

the Academic Model with enhanced security elements and emphasis, and the Integrated Care

Model™ emerged.

ROP’s Integrated Care Model™ aligns with the Transformation Plan’s call for evidence-based

treatment and rehabilitative services in the least restrictive setting possible while promoting family

involvement. Through a fully integrated and normalized approach, augmented by community-

based providers (such as the Boys and Girls Club, the Centers for Youth and Families, Goodwill

Industries, and Arkansas Rehabilitative Services), we support each student’s ability to positively

change, thus breaking the pattern of correctional escalation and transforming the youth from a

community threat to a community contributor.

To view ROP’s letters of support from our community partners, please see Appendix A.



The Integrated Care Model™ will be referenced throughout this proposal as the framework that

brings ROP’s evidence-based, proven practices and DYS Transformation Plan together. Through

this model, we are confident that we can make long-lasting and positive contributions to the State

as it is advancing its transformative work in the juvenile justice field.

The youth in our care share a common profile with those identified in the RFP – yet our work

always focuses on the individual. In order to develop the most effective program to meet each

youth’s individual risks and needs, we sought juvenile justice experts and relevant research to

refine the elements that have made our progressive residential treatment programs safe and

successful. Borrowing upon “what works” principles, industry best practices, data-driven research,

and with the guidance of researchers in the field of juvenile justice, ROP has developed a proven

program called the Integrated Care Model™.

The Integrated Care Model™ utilizes a comprehensive, multi-disciplinary process to identify

issues that need to be addressed when designing an effective program. Beginning with a foundation

of safety (accomplished through caring relationships, qualified and trained staff and adherence to

policies and procedures) ROP fosters a culture where youth can learn. Staff model pro-social

skills, utilize the appropriate amount of empathy and provide youth with problem resolution skills.

Assessments identify individual needs and strengths and develop their intrinsic motivation for

change. Evidence-based cognitive behavioral interventions help young men and women develop

skills to overcome aggression and disruptive behavior, and heal from traumatic events in their

lives. Since many of the youth will return home, family involvement and treatment are provided

at an appropriate intensity. The least-restrictive environment enables each youth to develop and

practice skills in therapeutic, educational,

vocational, health/ wellness, family

and community activities. Through

these experiences, the youth

gain competencies and skills

to attain Treatment Plan

goals; then, new goals are

established and the

process of positive

change is moved

forward, creating a new

vision and hope for the

youth.

Academic/ Career Tech

Skills

Goa\ l\ttainment

Cognitive/ Social Skills

\:sta'o\i':.ning ':>a\et-/ &. Ca . nng \\e\ation':.n\?",

RITE m PASSAGE IMPROVING THE u vES OF youTH

ResponslVl\'f and._~der· Speclflc~'es

AgglesslOll Replaceinent Training

lARl)


Integrated Care Continuum

Rite of Passage looks forward to the opportunity to implement a continuum of care within the State

of Arkansas that is aligned with its Transformation Plan with an emphasis on least-restrictive

settings. Under a Single Qualified Partner model, our continuum will include:

Secure Specialized

Secure programs for Arkansas’ moderate and high-risk

youth include ROP’s currently operated program,

AJATC, as well as Dermott Juvenile Correctional

Facility, and Mansfield Juvenile Treatment Center.

Community Residential

Staff-secure programs will serve youth that are low to

moderate risk, and include Lewisville Juvenile

Treatment Center as well as female-specific

Harrisburg Juvenile Treatment Center.

Community-Based Services

ROP has developed a professional partnership,

through a management agreement, with the Centers

for Youth and Families for the operation of a 20-bed

step down/group home program known as Destiny

House, designed for lower risk students transitioning

from DYS facilities. The partnership allows for the

development of counseling centers in each youth’s

home community or near the Harrisburg, Lewisville,

Dermott and Mansfield facilities.

Post-Release Support

ROP has formed partnerships with Arkansas

Rehabilitative Services and Goodwill Industries which

provide youth with job skills and work programs post-

release. In addition, Passageway Scholarship

Foundation provides ROP graduates with tuition and

grants for college or vocational trade schools.

Most Restrictive

Least Restrictive



Mission-Driven and Highly Qualified Partner

ROP has been operating residential treatment programs with the mission of improving the lives of

youth since 1984. While remaining steadfast to our mission, our agency has evolved from a group

home for 12 boys to an organization that spans the continuum of care by providing juvenile justice,

child welfare, behavioral health and educational programs to over 2,000 at-risk and vulnerable

youth each day.

ROP has the demonstrated core competencies and skills to successfully start-up and operate the

four Arkansas facilities. We are proud that our agency is different and, unlike other organizations

that have been created through venture capitalists, reorganizations, closures and leadership

changes, our organization’s capabilities were developed by a solid core of loyal professionals who

have dedicated their careers to making a difference in the lives of youth. This purpose-driven work

is what we bring to Arkansas, as well as the following:

Knowledge of juvenile justice industry:

Knowledge of Arkansas’s system, policies and practices

35 years in the juvenile justice industry (established in 1984)

Programs and services provided for 2,000 youth and families each day including residential

and non-residential programs

Operate 40 residential facilities (shelter programs, group homes, staff secure programs,

secure programs, Short Term Residential Treatment Program (STRTP) and Qualified

Residential Treatment Programs (QRTP)) and non-residential programs (independent

living, day schools, foster family agencies)

Currently operate two programs in Arkansas (AJATC and Destiny House)

Licensed programs, operated with accredited education, state-approved athletics and

cognitive-based treatment based on best practices

Well-developed operations aligned with licensing and exceeding industry standards

The experience to facilitate a successful transition of providers while ensuring the

continuity of care

Business process and organization structure:

Regional management structure with well-defined communication

Independently audited, compliant business and financial model

Financial capacity to make campus improvements

Corporate assets and resources:

ROP is supported by 1,800 staff who are experts in the industry

Currently employ nearly 200 Arkansas staff

Have established consultants and contractors

Ability and capacity to facilitate a “start up” of this size

Financially stable organization that has sustained economic downturns

Educated and well-trained workforce with capabilities in operations, treatment, education,

medical, food service, finance, human resources, etc.

Employee turnover rate below industry standards, with competitive benefits and salary

Identified proven leadership team

“Readiness Plan” in place

Technical Assistance Team (TAT) to ensure start-up fidelity



Culture of innovation:

Develops and integrates best practices into our program including an assessment process

that determines individual risk, needs and strengths into a prescriptive treatment plan

Leading provider of evidence-based practices

Gender-responsive services with staff who are experts in the industry

Community service and restitution activities directed by restorative justice guidelines

Integrated supervision rather than correctional guard

Ability to work with stakeholders and community partners

Agency excited about the opportunity to partner in a system Transformation Plan

Socially Responsible Organization

ROP is a privately-held corporation that is registered to do business in Arkansas. We are a Socially

Responsible Corporation that is in Good Standing in all states in which we operate. Since ROP

was formed, the corporation has been independently operated, and unlike other bidders, we answer

to our stakeholders (DYS, parents, students, community), not our shareholders. ROP is also

fortunate to have formed partnerships with agencies such as the Boys & Girls Club, Job Corps and

Goodwill Industries, which have helped make our programming and services stronger for the youth

we serve. We also want to hear the voices of our community, and have invited local community

members to sit on our Community Advisory Board. This Board will be replicated in each

community where a DYS facility is located because it is a good practice that demonstrates our

level of commitment to communication, transparency and responsiveness.

Driven by our values of social responsibility,

ROP provides community service volunteer

hours, sponsors community events, and

offers eligible young men and women

scholarships for college or trade school

through the Passageway Scholarship

Foundation. This not-for-profit organization

awarded over $1,000,000 in scholarships

since inception and awards eligible students

up to $10,500 per academic year. A

significant portion of fundraising revenue

comes from ROP employees who care. To

ensure that all funds go directly to student

scholarships, ROP pays for all

administrative costs and matches employee

donations dollar for dollar.



B. Past History and Experience Serving Diverse Populations

Across our family of programs, ROP provides services to thousands of youth who represent a wide

spectrum of ages, cultures and ethnic groups. Our expertise also extends to work with males,

females, transsexual and gender non-conforming (LGBTQI) youth, and youth with developmental

and learning disabilities. While our population is diverse, we are united by our mission of

improving lives – and that is witnessed in each of the 40 programs that we operate, no matter the

population composition.

Experience Operating Multiple Residential Treatment Programs

The following represents a selection of nine relevant ROP-operated staff-secure and secure

treatment centers that further demonstrates our background and experience with a wide range of

student populations. Please see Exhibit 1 for more detailed information regarding these facilities.

Canyon State Academy, located in

Arizona, serves 200+ male and female

youth in residential; 100 in day

programs; 100 in specialty shelter.

Uta Halee Academy, located in

Nebraska, serves 60 young women ages

13-19 in residential, shelter and day

school programs.

Arkansas Juvenile Assessment &

Treatment Center serves 120 males and

females aged 10-20.

Ridge View Academy, located in

Colorado, serves 200 male youth, ages

14-18.

Sierra Ridge Academy, located in

California, serves 100 male youth, ages

14-18.

Silver Oak Academy, located in

Maryland, serves 78 high risk males

ages 15-18.

Lake Granbury Youth Services Center in

Texas serves 96 pre- and post-

adjudicated young men and women.

Sierra Sage Academy, located in Nevada,

serves 48 young women ages 11-18.

J. Walter Wood Center is a secure

facility in Alabama treating 24 females

ages 12-20.



Diverse Age Cohorts

Our work with diverse populations is guided by research and best practices that inform our

programming and service offerings. Our developmentally-appropriate programming and

interventions are informed by research that finds the rational part of an adolescent’s brain isn’t

fully developed, and won’t be, until approximately the age of 25. According to the Georgetown

University Center for Juvenile Justice Reform, the disconnect between chronological age and

adolescent developmental progress has become central in the discussion of juvenile justice reform.

(pg.22, 2009). Notably, reform experts argue for the use of a developmentally-responsive approach

to programming that considers effective use of assessments, individualized services, case planning,

family involvement, supervision/staffing, skill development and community partnerships (Bonnie

et al., 2012). ROP will use the experience we have gained in working with youth at varying age

and developmental stages and offer responsive services that benefit not only the youth – and

supports DYS’s Transformation Plan.

Ages 18 to 20. ROP has upward of 20 years of experience working with the 18-20 year old cohort,

which currently is served in eight (8) of our residential programs in five (5) states including

Alabama, Arkansas (specifically, AJATC and Destiny House), Colorado, Indiana and Maryland.

The eight specific programs include:

Currently, the 18 to 20 year old age group

represents approximately 13% of the youth in

our residential programs, as illustrated in the

graph (see inset).

Using a developmentally-appropriate model,

ROP offers this emerging adult cohort with

comprehensive treatment and skill-based

services with an emphasis on educational

attainment, career readiness (soft skills and

vocational skills) and transition plans. ROP also

focuses on independent living and family

support. Since many within this age group may

have children, we provide teen parenting

resources and print materials in addition to

courses utilizing evidence-based curriculum.

Facility Age /Gender Type

J. Walter Wood Residential Treatment 12-21 / female Secure residential treatment

AJATC 10-20 / male and female Secure residential treatment

Destiny House 12-19/ male and female Community-based Group Home

Ridge View Youth Services Center 12-20 / male Staff-secure residential treatment

Jeffco Specialized Group Home 12-21 / male ID/ DD Group Home

Colorado Q-House 16-21 / male Community-based Group Home

Woodford Home 14-21 / male Community-based Group Home

Silver Oak Academy 14-21 / male Staff secure residential treatment

0%

5%

10%

15%

20%

25%

30%

0-9 10 11 12 13 14 15 16 17 18 19 20

Age of Youth in ROP Residential Programs

(by %)



Ages 10-17. The 10 to 17 age cohort, and specifically the sub-group of 14 to 17 year olds, is the

age chohort that ROP has worked with continuously since inception in 1984. Approximately 86%

of the youth served in all of our programs fall within the 10 to 17 year old cohort. Collectively,

this cohort represents over 1,000 youth served daily. The sub-group of 14 to 17 year olds are

typically the ages of the youth served in our residential programs, whereas the younger sub-group

within this cohort are typically served in our emergency shelter program and day schools, although

our residential programs (including programs in Arizona, Utah and Texas) have provided

residential services to youth as young as 10.

Listed below are some of ROP residential treatment programs that are similar in size and scope to

the four proposed facilties in Arkansas:

Facility Age /Gender Type

Canyon State Academy 4-17 male Residential treatment for 100+

Meadowlark Academy 0-17 / male and female Short term residential for 40 youth

Sycamore Canyon Academy 12-17 male Staff secure for 56 youth

Uta Halee Academy 12-17 female Staff secure for 56 youth

Lake Granbury Youth Services 10-17 / male and female Secure for 96 youth

Sage Youth Center 10-18 / male and female Secure/ day treatment for 16 youth

AJATC 10-20 / male and female Secure for 100 youth

This age group includes the early adolescent developomental stage, which is characterized by

higher levels of impulsivity and less-developed problem-solving skills. ROP responds to these

issues by providing a highly structured daily schedule with ample time to transition between

program elements, clear program explanation and a behavior management system premised on

frequent feedback and tangible rewards for good behavior. Our Integrated Care Model is tailored

to this population.

Transsexual and Gender Non-Conforming Youth

ROP has experience working with transsexual and gender non-conforming youth, also known as

LGBTQI (Lesbian, Gay, Bisexual, Transgender, Questioning and Intersex), across our family of

programs. Research has estimated LGBTQI youth represent 5% to 7% of the nation’s population,

but comprise 13% to 15% of those currently in the juvenile justice system (OJJDP, 2014). Based

on this research as well as the self-disclosures that many of our youth make upon admission or

during their program stay, we estimate approximately 200 youth in our programs are LGBTQI.

We have also worked with multiple youth that have undergone hormone therapy under the

guidance of a medical doctor.

It is important to note that not all youth self-disclose even when there is a high level of therapeutic

rapport and trust with the staff. As a response, we universally teach our youth about inclusion and

diversity and have developed a unit that speaks to the LGBTQI community in ROP’s Student

Resource Guide, a copy of which is provided in Appendix B. Additionally, our staff attend

“Diversity, Inclusion and LGBTQI” in-service training. This mandatory staff training is provided

to promote tolerance, inclusion and safety. A copy of this training appears in Appendix C.



In our experience, LGBTQI is a highly vulnerable population in need of special consideration.

According to the Centers for Disease Control (CDC), LGBTQI young people were found more

likely than heterosexual youth to report high levels of bullying and substance use. Additionally,

LGBTQI youth are at increased risk for suicidal thoughts or behaviors, suicide attempts and

suicide. ROP supports a safe, pro-social environment where all young people feel comfortable and

thrive. All of our programs serve LGBTQI youth and to support this at-risk population, our

programs have implemented vigorous Safe Environment Standards to ensure safety and promote

understanding and respect among juveniles and staff.

Additional Populations Served

Gender-Specific. Because Harrisburg Juvenile Treatment Facility will be operated as a gender-

specific treatment program for girls, ROP offers DYS its experience operating female-specific

programs. Our agency currently provides gender-responsive programming for female adolescents

at 15 residential programs and schools, including AJATC and Destiny House. We have nearly 15

years of experience working with this population and providing trauma-informed services. Among

all the youth in our programs, 25% are females.

ROP Facilities for Females

Desert Lily Academy Sage Youth Center

Meadowlark Academy AJATC

Sierra Sage Academy NV/CA Q-House

Tustin Family Campus J. Walter Wood Youth Center

Uta Halee Academy JoAnn Bridges Academy

Lake Granbury Youth Services Day and Charter Schools (Prestige, SW Leadership Academy)

Destiny House

Sex Offenders. As specified in the RFP, the boys served at Dermott Juvenile Correctional Facility

may include sex offenders. ROP currently provides sex offender-specific programming to 40 youth

at AJATC as well as at programs in Texas and Utah. To serve this population, ROP will provide

an evidence-based, cognitive-behavioral program for juvenile sex offenders on an individual basis

as prescribed in the Individual Treatment Plan. ROP has worked with the University of Cincinnati

Corrections Institute to develop an evidence-informed program for treatment of sex offenders

called I-Decide ™.

Serving Diverse Cultural Populations. ROP works

primarily with minority and ethnically diverse youth,

which are overrepresented in the juvenile justice

system. Our staff receive cultural competency training

in pre-service (and annually thereafter) to understand

and appropriately respond to a diversity of cultures.

This culturally appropriate response has been shown to

improve quality of care and services. As an agency,

ROP implements cultural competency through

workforce diversity as well as on-going staff training

and development that encourages continuous learning

Hispanic/Latino

Multi-

Racial

Caucasian

African American

Native AmericanAsian

Other

Ethnicity of ROP Youth



so that cultural competency continually remains connected to practice. 60% of ROP staff are

women and ethnic minorities. We strive to match the gender and racial make-up of the population

we serve.

C. Past History and Experience Serving the Following Populations:

A recent report released by the National Center on Criminal Justice and Disability reports that

nearly 60,000 youth are confined in juvenile and youth detention centers every day and upward of

75% of them meet the requirements for a disability— a proportion that is three times higher than

the general population. Yet, traditional juvenile justice services are often not responsive to this

population’s needs; instead of providing a supportive environment structured around habilitative

and rehabilitative goals, punitive programs place undue stress on youth with maladaptive behaviors

and who have experienced past trauma.

It is ROP’s objective to provide all youth with a safe and supportive environment, as articulated in

the State’s Transformation Plan and ROP’s own Integrated Care Model. Our specific model

embraces full integration and inclusion while considering the needs of the individual.

Individualized success begins with assessment to determine the juvenile’s strengths and needs, to

be followed by comprehensive goal development and intervention strategies. The resulting

individualized treatment plan identifies specific targets and strategies in the areas of cognitive

social skills, education, career, vocation and health. It may also identify individual

accommodations that support success while maintaining inclusion.

1. With a Full-Scale IQ Below 65

ROP currently works with youth below an IQ of 65, including youth at AJATC. Other programs

include our 10 years of experience working with developmentally disabled youth in our day

schools as well as at multiple residential treatment centers (Jeffco and Willard Peak) that specialize

in serving developmental and intellectual delayed youth. ROP recently was awarded a contract for

the operation of a 42-bed program for Developmentally Disabled with an IQ as low as 40.

Generally, cognitive-behavioral interventions are most effective for youth above an IQ of 70. For

youth with full-scale IQ below 65, accommodations will be made in our program in the form of

enhanced instruction, streamlined tasks or increased time frames. Youth with full-scale IQ below

65 also have been assisted through increased coaching and

the assignment of a staff member who focuses on

providing him/her support. These sorts of adjustments

allow the student the opportunity to achieve and be

included in the group while still participating in the same

activities as his or her cohorts. Our services will also

address issues specific to their condition within a

normalized, high school environment. Specifically, our

program has an increased emphasis on personal care, social

skills, academic and vocational skill development, and

independent living skills/transition planning.



2. Other Developmental Disabilities

Through our work, we have served youth that have presented with intellectual and developmental

disabilities, including autism spectrum disorders, traumatic brain injury and fetal alcohol spectrum

disorder. For the past 10 years, we have operated Prestige Day School that was created specifically

to serve this population (with autism spectrum disorders as the most typical developmental

disability). We have also served this population of youth in our residential programs (including

AJATC, Jeffco and Lake Granbury Youth Services) and have experience working with youth that

present with significant deficits in adaptive behavior functioning or related functional limitations

that require specialized services.

3. Physical, Neurological or Sensory Disabilities

ROP has served youth who are deaf and have visual impairments. We have also provided services

to youth with physical disabilities that require a wheelchair. All programs and interventions that

ROP offers comply with ACA, CARF, and DYS, and youth will be guaranteed the right to

participate in treatment programs and to receive available services, which benefit their well-being.

For juveniles with physical, neurological or sensory disabilities requiring special accommodations,

ROP provides special education services, which follow all federal, state, and local laws. These

include, but are not limited to, the Individuals with Disabilities Education Act (IDEA) and Section

504 of the Rehabilitation Act of 1973, Title II of the Americans with Disabilities Act of 1990,

Bulletin 1706, and other relevant regulations/legislation.

4. Disabilities that Impact Learning

ROP believes education plays a vital role in a youth’s rehabilitation and successful reintegration

in the community. In addition to being a service provider for residential treatment programs, ROP

operates schools in Colorado, Arizona, Ohio, Maryland, and Texas, hiring experienced educators,

investing in evidence-based education curricula and resources, and obtaining national certification

from AdvancED. This population represents approximately 35% of the 2,000 youth in our care.

We have incorporated special education services throughout our programs, led by our

Superintendent, an experienced, certified special education teacher and administrator. If awarded

the DYS contract, ROP will have a state Special Education Director.

In our experience, meeting the needs of youth with learning disabilities involves: (1) immediate

access to the student’s IEP upon admission and a thorough evaluation process following IDEA

guidelines, (2) multidisciplinary teams (MDTs)

focused on student needs and strengths and the

delivery of individualized treatment and education

plans across all program elements, and (3) transition

plans that communicate student needs with local

school districts to ensure delivery of services upon

transfer.

Within daily operations, MDTs serve as the catalyst

for ensuring that staff members in group living, case

management and treatment are informed of a youth’s

learning disability and the support needed for the

youth to be successful in the program. An educator



participates in every MDT to keep all stakeholders, including the family, informed of student

progress and to train those stakeholders when necessary in how to support youth based on the

specific disability.

Juveniles with disabilities are entitled to a free appropriate public education (FAPE) in the least

restrictive environment. ROP programs meet individual needs through the development of an

individual education program (IEP) for each student with a disability. IEPs are required for

students participating in a special education program. The Special Education Team meets weekly

to discuss newly admitted students, current caseloads, and annual calendar of Special Education

events, student progress, and the current federal and state regulations affecting special education.

5. English Is Not Their Native Language

ROP always has had a significant population of English Language Learners (ELL) as well as

Students with Interrupted Formal Education (SIFE) who have two or more years of education

interrupted, have attended multiple schools in different locations, and are reading and writing

below their expected grade level. Because of the unique needs of these populations, we have

embedded educational best practices proven to be effective in English language development

throughout our residential programs.

Cultural Sensitivity. Non-native speakers are supported through a culturally-sensitive approach

that promotes the celebration of native language and customs in conjunction with those of the non-

native setting. The ability to navigate both will allow for greater access to resources, increased

community support and expanded employment opportunities.

Staff Support. ROP hires and trains a diverse workforce. The diversity of staff experiences and

skills supports a culture of acceptance and often provides ELL learners with a role model who has

a similar background and serves as a common language resource.

Family Support and Culturally and Linguistically Appropriate Materials. ROP understands the

important role of the students’ family in his or her development. We have found that

communicating with families for whom English is not the primary language is most effective when

we “bridge the gap” by providing resources in their native language. Translated forms and

program materials are made available when needed, and ROP has utilized translator services to

assist both the juvenile and their families. We understand that DYS wishes to be involved should

this course of action be considered and are receptive to a collaborative approach. A copy of a

Spanish-version student handbook and website appear as Appendix Items D and E.



D. Describe past history and experience serving the following populations of juveniles:

1. Moderate to Severe Psychological Disorders

While ROP’s programs and services are provided across the continuum of care, residential

treatment for some of the country’s deepest end youth remains our core competency. During our

history, ROP has cared for, counseled and educated 50,000 adjudicated youth in residential

settings. ROP has worked with male and female youth presenting emotional and behavioral

disorders, aggressive and assaultive behaviors, gang involvement, substance abuse, mental health

needs, family dysfunction, with victimization and abuse histories.

ROP operates multiple staff secure and secure

treatment programs that treat youth with these

profiles. An analysis of the population of AJATC

and ROP’s Ridge View facility matches the

national trends regarding the prevalence of mental

health diagnostics and behavioral disorders.

The young people referenced in the above

programs, and in the majority of our other

programs, are in need of significant clinical

support. ROP has extensive experience in the

provision of mental health services guided by

evidence-based practices and offered by qualified

professionals.

Staff Supports. In each of the proposed Arkansas

facilities, Master’s level Therapists will be assigned

a 1:16 caseload to provide mental health services,

including individual therapy, consistent with a

student’s Individual Treatment Plan. Contractual

relationships will be added with local mental health

providers.

Juveniles with serious mental health diagnoses will

receive additional supports designed to meet their

unique needs. The Psychiatrist will work closely

with these juveniles to provide medication

evaluation and monitoring. The Clinical

Coordinator and Therapist assigned to this group of

juveniles will hold regular clinical case reviews to

develop, implement, and evaluate therapeutic

interventions for specific youth who are not progressing in the milieu due to limited coping skills,

inability to effectively assess social cues, inability to filter or integrate multiple environmental

stimuli and who display higher levels of aggression. The Therapist will educate and support direct

care staff in understanding juvenile behaviors and why certain interventions are being used. Direct

care staff working with this population will use a prescribed sequential intervention plan to de-

escalate juveniles. They will process incidents, reinforce interpersonal skills, teach emotional

Psychological and Behavioral Disorders

Ridge View Youth Profile

83% Diagnosed with Conduct Disorder

77% Require treatment-level substance abuse

23% Diagnosed ADHD

53% Three or more DSM-5 mental health

diagnoses

21% Diagnosed PTSD

74% Prescribed psychotropic medication

Psychological and Behavioral Disorders

AJATC Youth Profile

36% Special Education with an IEP

54% Gang members

61% Violent crime commitment

42% Exhibiting self-harming behaviors

52% Conduct Disorder

42% PTSD diagnosis

46% Mood Disorder (including bipolar I/II,

Mood dysregulation, depression)

19% Oppositional Defiant Disorder

10% Axis II Personality Disorder



regulation skills, practice communication skills and provide progress updates to the Clinical

Coordinator and Psychiatrist.

Medication Management. ROP recognizes that medication may serve a role in treating

psychological disorders. To ensure adequate oversight of medication usage, ROP will fully

cooperate with the State’s medical service provider as they administer prescribed medication to

the youth. In addition, ROP will work with both the Psychiatrist and contracted medical provider

to replace over-reliance on psychotropic medications. We already have established a relationship

with WellPath and will continue to collaborate with them to ensure all medical needs are met.

2. Moderate to Severe Medical Disorders or Conditions

ROP has 35 years of experience operating, managing and providing care to youth with moderate

to severe medical conditions. Our experiences strongly confirm the research that young men and

women in residential treatment programs have a high prevalence of untreated medical conditions

compared to other youth populations. Trauma, psychiatric disorders, dental, dermatologic, and ear,

nose, and throat problems are among the most frequently cited conditions in need of medical

attention for delinquent youth (Forrest et al. 2000). This is supported by additional research that

finds more than two-thirds of juvenile justice populations reported a health need (e.g., injuries,

problems with vision and hearing, dental need) and other illnesses.

ROP will ensure access to a comprehensive health

care program through the partnership we already

have established with WellPath, the contracted

medical provider. Youth with acute and/or chronic

conditions will have an Individual Wellness Plan

which includes goals for their well-being (such as

exercise and nutrition) as well as the schedule for

on-going testing and therapeutic regimes as

prescribed by the State’s medical service provider

in collaboration with ROP. The Wellness Plan will

support the Individualized Treatment Plan that

helps develop interventions to enhance the youth’s

ability to cope with the stress of a moderate to

severe medical disorder or condition.

We recognize that this population has, most likely, not received routine medical care, to treat pre-

existing, chronic medical conditions as well as instances of illness. We also recognize that the

practice of wellness and self-care might not be familiar to the youth in our program. Therefore,

our case management and education staff will help each youth in developing a system of care that

will engage him/her in his overall health and well-being. Our Therapists and/or Case Managers

will deliver gender-specific, health-related topics such as physical development; alcohol and drug

related problems; HIV/AIDS infection; sexually transmitted diseases and prevention of STIs;

smoking effects and cessation; tobacco use products; dental hygiene and preventive dental care;

basic personal hygiene; immunizations; nutrition; prevention of sexual and other physical

violence; infection control; hand-washing, understanding Hepatitis and TB; physical fitness;

family planning; contraception; exercise; parenting skills; and transitional healthcare planning for

youth with chronic health problems who require arrangements to ensure continuity of care upon

discharge.

:.~ , .. wellpatn The New CCS+CMGC.



Further, direct care staff will provide additional daily support to teach students basic cleanliness

in order to combat the common lack of understanding of basic skills for daily hygiene that will

help youth to sustain healthy lifestyle habits that promote self-care and wellness well after they

return to their home communities.

When safety or individual need dictates, we consult with a medical professional to determine how

best to provide services to juveniles with moderate to severe medical disorders or conditions. We

will modify our program or seek additional resources depending on the medical professional’s

recommendation. As previously stated, programs and interventions that ROP offers comply with

ACA, CARF, JCHO and DYS standards, and youth are guaranteed the right to participate in

treatment and to receive available services which benefit their well-being.

3. Severely Behaviorally Challenged, Including Youth Presenting Serious Risk of Harm to Themselves and/or Others

Harm to Self. In our 35 years, and through our work with nearly 50,000 youth, we have never had

a fatality. This is a testament to our systems, diligence, learning from others – and a bit of luck,

because we all acknowledge this is a high-risk population. All ROP programs strive to provide

the safest possible environment for unstable juveniles by implementing regular reviews of the

Suicide Prevention policy and updating staff training procedures. An outline of the staff training

related to preventing and responding to self-harming behavior is as follows:

1. Training. All ROP staff who are responsible for the safety and welfare of students receive

specific training before they are given the responsibility of supervising juveniles. Training

regarding youth risk of harm to self or others includes an interactive lecture by a qualified

professional and is conducted during pre-service training. This is followed by a 2-hour

refresher course conducted annually thereafter.

2. Identification.

Pre-admission: ROP will review all mental health screens completed and provided by

the DYS Assessment Unit.

Admission: Within the first 2 hours of admission to the facility, the student will

complete a series of mental health screens and assessments and a trained Therapist will

complete the Suicide Prevention Screen. Risk for self-harm will be a factor in deciding

room assignments and level of supervision.

General: ROP staff are required to immediately notify the Shift Supervisor in the event

that any student indicates any suicidal ideation or indications of risk of self-harm. The

Shift Supervisor will immediately notify the medical/mental health professional in-

house or on-call. An authorization for suicide watch will be initiated and the juvenile

will be placed on close or continuous observation as designated by the medical/mental

health professional.

3. Monitoring.

Any staff member may place a student on an initial suicide risk watch, and must

immediately contact the Clinical Coordinator or qualified mental health professional

on duty. Only a qualified mental health professional can determine the appropriate

level of supervision for a juvenile who exhibits self-harming behavior and only a



qualified mental health professional is authorized to reduce or remove a juvenile from

a “Suicide Attempt, Gesture, Threat or Suicide Watch” (DHS/DYS Policy 7002.04.05).

ROP protocol requires that acutely suicidal juveniles are placed on constant

observation. As juvenile risk decreases, so does the level of observation as determined

by the qualified mental health professional.

An observation log will be instituted on every juvenile placed on close or constant

observation.

Staff may request a reassessment or change in suicide observation level; however, at

no point will a change be instituted without the express directive of a qualified mental

health professional.

Only ROP staff who have received training on the prevention and management of

suicidal juveniles will be permitted to observe and work with a potentially suicidal

juvenile.

4. Evaluation. Potentially suicidal juveniles will be evaluated by a qualified mental health

professional on a regular basis and records will document these consultations. The purpose

of the evaluation is to determine the juvenile’s suicide risk level, the necessary level of

supervision, any safety precautions in housing and the possible need for referral for more

intensive intervention and/or consultation in psychiatric evaluation/treatment. All

evaluations will be documented in the juvenile’s case file. At least one mental health

professional will be on-site or on-call 24 hours per day, seven days per week.

5. Referral. Juveniles who are identified by a mental health professional as having a high risk

for potential suicide may be referred to DYS for placement in the appropriate institution

that provides acute in-patient psychiatric treatment.

6. Housing. Juveniles identified as a high potential suicide risk will not be permitted in areas

of the facility that are not free of sharp objects or protrusions, cord free blinds, electrical

outlets, mattresses, furniture, and blankets that can be easily torn.

The juvenile may not possess belts, ties or shoelaces, but the juvenile will be allowed

to retain the rest of his/her clothing.

Juveniles exhibiting self-harming behavior will be physically observed by staff and

never by audio monitoring or closed-circuit television.

Every effort will be made not to isolate the juvenile, but to have him/her engage in

program elements throughout the day with a staff shadow.

7. Communication. Juveniles who demonstrate a high-risk suicide potential will be discussed

during site treatment team meetings and clinical case consultations with the Psychiatrist at

a minimum of once per week until safe resolution has occurred.

8. Intervention. All ROP staff are trained in standard first aid and cardiopulmonary

resuscitation. In the event a juvenile attempts suicide, staff will immediately initiate first

aid and alert other staff to call for emergency service. Staff will continue life saving

measures until relieved by medical personnel. If the juvenile is conscious and not in any

immediate physical danger, the juvenile will be evaluated by professional medical staff or

transported to the nearest emergency department for evaluation and treatment.



9. Notification. Staff will immediately notify the Shift Supervisor any time a juvenile

demonstrates any suicidal thinking or behavior. Any staff member may authorize an initial

suicide watch and will immediately notify the Shift Supervisor or any administrator on

duty. The Shift Supervisor or designee will immediately contact a mental health

professional for evaluation within 24-48 hours. The juvenile will be placed on close or

constant observation as designated by the mental health professional, until the evaluation

is completed. The on-site or on-call mental health professional will be consulted without

delay to determine the level of watch required. Suicide watch may only be lowered or

discontinued by a mental health professional. DYS notification will occur in accordance

with DYS policy.

10. Reporting. Reporting will be in accordance with DYS reporting policies and procedures.

11. Review. An administrative review will be conducted in the event of a completed suicide,

or any serious attempt which requires medical hospitalization (4-JCF-2A-30).

Administrative review will include:

Critical review of the circumstances surrounding the incident

Critical review of policies and procedures relevant to the incident

Review of all relevant training received by involved staff

Review of pertinent medical and mental health reports involving the victim

Recommendations, if any, for change in policy, training, physical plant, medical or

mental health services, and operational procedures

12. Critical Incident Stress Debriefing. Critical incident de-briefing will be required for all

staff involved in a self-harm or suicide incident. Additional counseling and/or supportive

services will be offered to any staff or juvenile affected by a suicide or serious self-harm

incident. Services may be provided by ROP mental health professionals, employee

assistance programs or private sources. Debriefings will occur as soon as possible after

the incident.

ROP mental health providers and staff will comply with the Arkansas DHS/DYC Suicide and Self-

Injury Intervention and Prevention Policy (700.04.05). This comprehensive policy supports ROP

policy and protocol of established procedures for suicide prevention by identification, assessment,

treatment, and protection of juveniles that may be at risk for suicide. If any staff member has reason

to believe that a juvenile may be at risk or has demonstrated suicidal behavior or ideation, the staff

member is responsible for assuring that appropriate and preventative measures are taken. The

Clinical Coordinator or Therapist will be contacted immediately and will conduct a face-to-face

assessment and document the results of the assessment. The Clinical Coordinator will notify the

Program Director and Shift Supervisor whenever a youth is placed on or removed from suicide

precaution monitoring. The Psychiatrist may be contacted and consulted for additional support in

the few cases where a juvenile may pose an imminent threat to himself or others. The Psychiatrist

will assist in determining if there is a need for an immediate psychiatric evaluation or in acute

cases, hospitalization.

Harm to Others. ROP utilizes a number of pro-active methods to identify, predict and intervene

when a juvenile may pose a risk to harm others.



Identification of Risk to Harm Others. To identify and predict risk, ROP will utilize the DYS

assessments, and augment, if necessary, with additional suicide risk assessments. The SAVRY

assessment tool places emphasis on dynamic risk factors and is designed to be useful in

intervention planning and ongoing progress monitoring, including the formulation of clinical

treatment plans, conditions of community supervision or release/discharge plans. The SAVRY is

composed of 24 items in three risk domains (Historical Risk Factors, Social/Contextual Risk

Factors and Individual/Clinical Factors) and draws from existing research and current professional

literature on adolescent development and risk factors such as violence and aggression in youth.

Intervention to Prevent Harm to Others. To ensure safety and security and to prevent injury to

staff and juveniles, physical force and/or mechanical restraints may be used in instances such as

self-protection, protection for others or prevention of escapes. Mechanical restraints will be used

only as a last resort (and only for the two secure programs), either when approved therapeutic

techniques are exhausted or no other lower level alternative would be adequate to assure staff and

juvenile safety. The use of force or mechanical restraints will never be applied as punishment and

may be applied only under prescribed conditions and with the approval of the Program Director or

designee.

All staff involved in a physical management will submit a physical management report within 24

hours after physical force or mechanical restraints have been used. These reports will be entered

into the ROPSTAT and DYS database, and submitted to the Program Director and designated DYS

official. Four/Five–Point restraints will not be used. The use of armed self-defense, joint-locks,

pressure points or pain compliance is not authorized. Each secure facility will maintain a written

record of routine and emergency distribution of restraint equipment. Use of anything other than

approved procedures will result in staff disciplinary action and may include termination.

E. Describe the methods and practices to rehabilitate behaviorally challenged juveniles in each of the target populations identified in the RFP. Include any data demonstrating the success of those methods and practices both within your own programs and in the nation at large.

Methods and Practices to Rehabilitate Behaviorally Challenged Youth

The ROP Integrated Care Model™, introduced in the first section, illustrates how we can

transform young lives. This is a four-tier system that is based on a foundation of safety, where

students may form safe, caring and trusting relationships with staff; receive services specific to

their individual needs and strengths; develop and practice skills including cognitive and social

skills while attending school and learning a trade; and finally, achieve their goals and graduate

with a plan to rejoin their family and community.

The Model incorporates evidence-based principles and well-researched constructs defined within

juvenile justice literature including: Positive Organizational Culture (POC), positive

reinforcement, Positive Youth Development, Restorative Justice, gender-specific approaches and

Motivational Interviewing. The model also incorporates the Risk-Need-Responsivity (RNR)

model (Andrews and Bonta, 1990) which is the most influential model for the assessment and

treatment of offenders and emphasizes the necessity of matching services and programs to dynamic

risk and protective factors.



It is within the Integrated Care Model™ framework that ROP provides specific methods,

practices and services to rehabilitate behaviorally challenged juveniles in each of the target

populations identified in the RFP.

Each of the four tiers is described below:

1. Foundation of Safety: Positive Organizational Culture

A critical component of the model and an integral part of the safety on campus is

Positive Organizational Culture (POC). POC highlights the importance of safety

and caring relationships in an effective behavioral management system. POC is

defined as staff, educators and administrators living and modeling behaviors expected from

juveniles. It teaches pro-social, replacement behaviors and minimizes disruptive anti-social

behaviors within a safe and trauma-informed culture.

Our staff have spent 35 years practicing and modifying POC, yielding powerful results. POC

establishes motivation and positive reinforcement to reduce the need for restrictive disciplinary

measures, and is supported by the services described within this proposal, integrating safety across

all functional areas. POC is backed by evidenced-based curricula and supplements the behavior

management program through opportunities to learn skills in groups, and to practice those skills

in the normalized social framework. Without strong relationships, external controls are likely to

fail (Finkelstein, Currie and Miranda, 2004). Therefore, therapeutic rapport, engagement and trust

are essential in responding to all juveniles, including the behaviorally challenged.

POC in Practice. To further support our Integrated Care Model™, ROP has adopted specific

terminology and dress code for both staff and students. At all ROP campuses, youth are known as

“students” to emphasize the learning and development that each youth undergoes. This does not

refer just to academics; our youth are learning pro-social skills, healthy relationships, healing,

problem-solving and goal attainment.

ROP agrees with DYS’s decision to include uniforms in this proposal, as we have strived as an

agency to create a school house rather than a jailhouse environment. Our youth do not wear

correctional orange jumpsuits. Instead, all ROP students wear a gray or white polo-style shirt with

khaki pants – the females wear gender-appropriate clothing including polo-style shirts with black

pants. We believe that this type of dress reflects their future, rather than their past. Similarly, our

staff do not wear traditional correctional apparel, but instead wear burgundy or black polo-style

shirts and dark slacks. This “softening” of the staff appearance underscores the relational approach

to treatment with staff serving as mentors rather than guards creating a safer environment for all.

Program Incentives to Reinforce Behavior. ROP utilizes privileges and reinforcers that are both

relational and tangible. This includes positive affirmations, special events, normalized age-

appropriate extracurricular activities, special dinners, graduation ceremonies, award banquets,

Student of the Week awards, and material items such as letterman jackets or items of the student’s

choice.

Upon entry to ROP, youth are oriented to the program and assigned a status (Rookies for males;

Novice for females) where they adjust to the secure or staff-secure setting by learning systems,

recommit to education, increasing their health and fitness levels, and adhering to expectations that

promote their successes as well as the success and safety of others. Through demonstrating safe

behaviors and acceptable levels of “citizenship,” students make progress toward the new

competency and trust levels necessary to earn and function as “Interns.”



Interns gain responsibilities to establish their increased role at the facility. Interns remain at this

level while they continue to demonstrate positive change. Their achievements and pro-social

behaviors are documented in I-Achieve/I-Validate binders which the youth maintains under the

guidance of the Case Manager.

Once a youth has consistently demonstrated the skills and

behaviors of an Intern, s/he may pursue RAM status (for males)

or Contributor status (for females). “RAM” stands for Respect,

Attitude, and Motivation: qualities that exemplify positive

leadership. Youth who have earned the RAM/Contributor status

support others and assist new youth with assimilation to the

program, perform extra work details, assist staff and provide

leadership and mentoring to others. Their privileges include

access to special events, dinners, or personal items such as

letterman jackets and back packs, and increased participation in

extracurricular activities.

The highest status, “Block R” for males and “Leader/Mentor” for

females is reserved for youth who choose to go “above and

beyond.” While this status provides additional privileges, the

motivation is more intrinsically driven with youth becoming

ambassadors for the program.

Stabilization. ROP has found that a young person’s path to goal attainment is rarely linear. Change

can be difficult and practicing new skills is often accompanied by mistakes and setbacks. This is

a normal part of learning and growth and is supported within the milieu. However, there are

occasions when behaviors become dangerous and highly disruptive to others. In these cases, short

term Stabilization Status is utilized as an intervention which still affords access to program services

without isolation and in a highly structured alternative classroom setting. Within the structured

setting, staff members still operationalize the POC model, providing guidance to youth and

developing strong relationships with them. Additional support is available through enhanced

clinical services.

ROP embraces the belief that a successful strengths-based POC behavior system begins with

quality staff leading youth and is supported through program opportunities and services tailored to

various youth’s needs within the Integrated Care Model™, while never compromising public

safety and security.

2. Individual Needs and Strengths: Assessments and Treatment Planning

To maximize program effectiveness, the Integrated Care Model™ will rely on

validated assessment instruments. Our treatment planning process will ensure

integrated assessment, case planning, and service coordination for each youth’s

Individual Treatment Plan that is compliant with DYS policies. The treatment plan will include

treatment goals as well as the type, frequency and duration of interventions, which will include

cognitive-behavioral groups, individual therapy or family counseling with the use of trauma-

informed principles. The interventions will be specific and measurable and will incorporate the

needs of the juvenile, family, DYS and the community. The Individual Treatment Plan will

prescribe the required services, based on the student’s risk and needs. This ensures targeted

services are provided for each youth with the profiles described in this proposal.



3. Developing and Practicing Skills: School, Vocations, Social Skills,

Community and Family

The Integrated Care Model™ allows for a holistic and integrative environment

that enables each juvenile to develop and practice skills across multiple program

elements including therapy, education, vocation, health/wellness, family and community activities.

Further detail of these services is provided in the E.4 (Education) section and E.5 (Treatment)

section.

Education: Students will receive academic instruction five days a week. Services will

include General Education (online through partnership with Virtual Arkansas), Special

Education, Post-Secondary and Continuing Education.

Career and Technical Education (CTE): ROP’s vocational program fortifies our

philosophy of helping young people succeed. We will deliver vocational instruction that

teaches skills and competencies and allows all students to learn the intrinsic, positive

benefits of working. CTE offerings will include CPR, OSHA, Barbering, Cosmetology,

Braiding, Construction, Welding, Health Care/CNA, Robotics, Microsoft Office, and

Coding.

Health/Wellness: Activities are a key program component. Students draw from a repertoire

of activities including recreation/athletics, clubs, community service, and daily exercise

that build on talents, strengths and interests while maintaining a positive lifestyle.

Activities may include intramural athletics, on-site extracurricular clubs and club sports

and opportunities for cultural and spiritual activities. As part of our holistic approach, we

have found that our staff’s involvement in these activities reinforces behavior norms,

elevates the quality of the activity and decreases incidents.

Family: The goal of ROP is to encourage permanent connections and success upon

program completion. We recognize the importance of family connections and building or

establishing permanency during the treatment process. ROP encourages families to fully

participate in the juvenile’s treatment planning and program and will welcome family

members to attend visitation and multi-family groups unless prohibited by court order.

Community/Partnerships: Existing community partnerships are valued, and we will build

partnerships within each treatment facility’s community, similar to those developed with

the Boys and Girls Club, Goodwill Industries and faith-based partners developed for the

AJATC facility.

4. The Apex: Goal Attainment

We know that interventions are most effective for our students when all program

personnel and contractors understand the goals and interventions as designed. In

the Integrated Care Model™, individualized interventions are monitored for

each juvenile through Daily Progress Notes (DPNs), which are transcribed by the direct care staff,

with feedback from the education staff, therapists and other departments. The DPNs are evidence

that the student is practicing the pro-social skills learned in the cognitive behavioral groups and

making gains toward treatment goals. As the youth gains competencies within all program

elements and attains the goals set within the Treatment Plan, new goals are then established. When

goals are achieved, students are recognized through celebratory rituals.



Specialized Services for the Target Populations

Specialized services (see below) will augment the evidence-based cognitive behavioral

programming provided within the Integrated Care Model™. Each of the Arkansas facilities will

offer evidence-based, cognitive-behavioral therapy specific to the specialized needs of the facility

population and the individual youth. Treatment will be offered that is gender-specific,

developmentally appropriate and trauma informed. All treatment will be provided consistent with

the student’s individualized Treatment Plan. See also Section E.5, Treatment and Case

Management.

Facility Population Specialized Services

Harrisburg

Juvenile Treatment

Center

Females, 13-18

Low risk with behavioral

issues, substance abuse,

sexual reactivity

Cognitive-Behavioral Intervention for Sexual

Offending (Sexually Reactive)

Seeking Safety (Trauma)

UCCI (Substance Abuse)

Gangbusters (Gang Intervention)

Empower Youth Program (Female-Specific)

Voices (Female-Specific)

Safe Dates (Female-Specific)

Adolescent Parenting Program (Female-Specific)

Individualized and support groups as needed

Dermott Juvenile

Correctional

Facility

Males, 17.5 – 20

Moderate to high-risk

with aggression,

substance abuse, sex

offender, and EJJ

Thinking for a Change (Aggression)


Cognitive-Behavioral Intervention for Sexual Offending

(Sex Offender)

Moral Reconation Therapy (Gang

Involvement/Criminogenic Thinking Processes)


ARISE IL Curriculum (Extended Jurisdiction)


Nurturing Fathers Program (Male-Specific)

Council for Boys and Young Men (Male-Specific)


Lewisville Juvenile

Treatment Center

Males, 13 – 18

Low to moderate risk

with behavioral issues,

substance abuse and

moderate aggression

Aggression Replacement Training (Aggression/Gang

Involvement)






Mansfield Juvenile

Treatment Center

Males, 13-18

Moderate to high risk

with aggression, flight

risk, behavioral issues

and gang involvement


Involvement)








Demonstrated Success within the ROP Programs

It is ROP’s objective to not only have the youth do well in its programs, but to succeed within the

community. While recidivism is a critical measurement of success, succeeding in the community

also means increased educational attainment and job skills, improved family relationships and

fulfilling mental health and substance abuse needs. Below are some of ROP’s past successes that

are shared across our family of programs:

50% below the national average for fights and assaults

Average 2.0 Grade Equivalent (GE) achievement in math and reading according to

Measures of Academic Progress (MAP) assessments

Overall risk reduction across all domains was 56%

Risk reduction in attitude toward

school (62%)

Risk reduction in problem behavior

(35%)

Risk reduction in aggression (37%)

Risk reduction in mental health

domain (72%)

Corresponding increase in protective

factors (58%) based on post-

assessment of youth

Approximately 300 hours of

cognitive behavioral therapy

delivered per youth, per year

Demonstrated Success within the Nation at Large

ROP has been recognized nationally and at the state level for student-centered and agency

successes. Listed below are some of our awards and acknowledgements.

Nomination for OJJDP Organization of the Year. The OJJD accepts nominations for

community-based organizations that substantially contribute to the improvement of the

juvenile justice system. ROP received two nominations for this prestigious award; the first

nomination was by Colorado State Senator Nancy Spence and the second from Michael

Branham, Retired Director of the Arizona Department of Juvenile Corrections.

Provider of the Year. ROP was named Provider of the Year by the Arizona Department of

Juvenile Corrections. The Arizona Department of Juvenile Corrections is responsible for

juveniles adjudicated delinquent and committed to its jurisdiction by the county juvenile

courts.

Risk Reduction

60% ~-------------------------

40% +----------------------

20% +---------------------- 48%

RITE OF PASSAGE IMPROVING THE LIVES O F YOUTH


Positive Youth Development. ROP was featured in a recent article on Positive Youth Justice

by Dr. Jeffrey Butts. Dr. Butts interviewed our staff and highlighted ROP as an example

of an exemplary program that emphasized positive youth development within its work with

youth.

Robotics World Championship Awards. Students at ROP’s Ridge View Academy are five-

time regional qualifiers in the Robotics World Championship Awards. Students attended

the National and International Competition and won the Gracious Professionalism and

Judges Award. The team competed in the FIRST Robotics World, where they tied for 30th

place.

Bicycling Magazine. Students and staff were

featured in a Bicycling Magazine article, as it

followed a team of nine ROP students who cycled

from Denver, Colorado to the Grand Canyon. ROP

students have cycled transcontinental journeys on

numerous occasions.

Baltimore Sun. As reported in the Baltimore Sun,

community stakeholders and leaders, including the

University of Maryland, recognized Silver Oak

Academy as “a model for educating and

rehabilitating juvenile delinquents, providing

young men a rigorous education and vocational

training for the future.”

Academic Awards of Excellence.

Sierra Sage Academy (NV) was awarded the Nevada Interscholastic Activities Association

(NIAA) Award of Excellence—a program that awards affiliated schools points based on their

varsity teams’ performances in academics, athletics, and through the Citizens Through Sports

program. Each of the three major categories in high school activities – academics, athletics and

sportsmanship – are weighted equally.

Canyon State Academy (AZ) was selected out of 256 schools, by the Arizona Interscholastic

Association as Runner-Up in the Class 1A-3A school division for the prestigious Director’s Cup

Award. This award is given to a school whose athletes excelled in the classroom, participated in

activities and pursued the AIA’s Victory with Honor principle.

Ridge View Academy (CO) received the Center for Excellence Award by Denver Public Schools.

This award is given to Colorado schools that demonstrate outstanding longitudinal growth in

academic tests with a juvenile population of over 75% participating in free and reduced lunch.

This prestigious award places Ridge View Academy among the very best in Colorado in promoting

academic achievement in a highly at-risk population.

In addition to ranking the highest on the Denver Public School’s School Performance Framework

report, Ridge View Academy was ranked 4th out of 60 alternative high schools in the State of

Colorado by coloradoschoolgrades.com. Ridge View Academy received an “A” as the overall

grade by the site which assigns grades based on key performance indicators measured by the

Colorado Department of Education.


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F. Describe your organization’s past success in rehabilitating behaviorally challenged juveniles within 4 to 12 months, including:

1. Average Length of Stay

There is a growing body of research investigating the relationship between residential lengths of

stay and rates of recidivism. To this point, DYS’s Transformation Plan cites a core belief of

limiting length-of-stay recommendations “in order to recognize that the effectiveness of treatment

provided in institutional settings is diminished after six months.” Additional research suggests that

environmental quality and responsivity to the developmental level of youth are directly related to

youth outcomes. Specifically, “institutional environment, including level of services, order and

safety, found higher quality environments to be significantly and positively related to recidivism

reduction” (Schubert, Mulvey, Loughran, & Losoya, 2012). Further, recent research published by

the Journal of Offender Rehabilitation cites research on skill development in which there was a

definitive conclusion that “skill change is negatively associated with felony recidivism, with more

skills change associated with fewer felony charges post release” (Walker & Bishop, 2016).

Therefore, to give each youth the best chance of success in the community, ROP is committed to

providing the most appropriate length of stay, while simultaneously providing safe environments,

quality services and offering robust skill development opportunities. ROP has adopted the research

that indicates adult high-risk offenders benefit most significantly from an evidence-based group

treatment dosage amount ranging from 200 to 300 hours (Sperber, Latessa, and Makarios, 2013;

Bourgon and Armstrong, 2005). This allows for sufficient time in placement to acquire skills

needed to reduce the risk of recidivism.

Listed below are the lengths of stay in similar programs. It should be noted that ROP works

collaboratively with our partners to determine the optimal programming duration, given risk/need

level of the youth, services provided and public safety considerations.

Facility Type Pop. LOS

AJATC Secure Male and Female 8.8

Lake Granbury Youth Services Center Secure Male and Female 6.28

J. Walter Wood Jr. Facility Secure Female 5.59

Ridge View Youth Services Staff Secure Male 6.60

Sycamore (Administrative Office of the Courts) Staff Secure Male 3.25

Hillcrest Academy Staff Secure Male 8.71

Walton Academy for Growth and Change Secure Male 7.53

Canyon State Academy Staff Secure Male 6.57

Silver Oak Academy Staff Secure Male 7.66



Past Successes and Outcomes:

Our experience working with moderate-risk to

high-risk population at other ROP secure and

staff-secure facilities reveals that juveniles

generally stay in the program approximately 6-

9 months. The treatment process will match the

needed intensity of treatment service to be

delivered across modalities to meet the

juvenile’s projected length of stay and their

assessed risk level.

As a best practice, we have worked with

another state agency to safely reduce the

average length of stay from a high of 17 months

in 2002, to slightly under seven months in 2018

(see inset).

The research cited previously highlights the importance of safe environments and skill

development in effectively reducing recidivism among juveniles.

2. Recidivism Results

Between 2002 and 2017, the Colorado Division of Youth Services was mandated by statute to

report recidivism rates for the youth who were placed at the ROP-operated Ridge View Youth

Services Center. Based on the Colorado Juvenile Risk Assessment (CJRA) instrument, the youth

at Ridge View were classified as “high risk,” which has been established are at higher risk to

recidivate. Additionally, the ethnic distribution of Ridge View males shows a higher rate of

minority populations, when compared with DYS’s cohort (comprised of state/contract facilities).

For comparative purposes, DYS’s cohort include state/contract facilities comprised of secure

facilities as well as staff-supervised, community programs and foster programs. ROP is proud of

our work with this population and of the 2017 recidivism results shown below:

One-year recidivism rate: Ridge View (32.1%) vs. State/Contract (33.6%)

Two-year recidivism rate: Ridge View (50.4%) vs. State/Contract (46.5%)

Three-year recidivism rate: Ridge View (52.3%) vs. State/Contract (56.4%)

Additional ROP Recidivism Studies by Independent Agencies. The Criminal and Juvenile

Consortium of the College of Social Work at the University of Utah completed a study of 62 Utah

placements in the ROP program in Nevada. The study included a population of all program exits

(including graduates and non-completions) and reported a recidivism rate of 36% over a 13-month

period.

0

5

10

15

20

200

2

200

3

200

4

200

5

200

6

200

7

200

8

200

9

201

0

201

1

201

2

201

3

201

4

201

5

201

6

201

7

201

8

LOS Reduction 2002 - 2018



Additional states where ROP operates, such as Florida, conducts recidivism studies. Research from

Florida Department of Juvenile Justice (2018) has reported a recidivism rate of 45% for Walton

Academy for Growth and Change for the first 12 months post program release. This population is

comprised of male high-risk offenders. In addition, JoAnn Bridges Academy, a female-specific

moderate risk population, reports a 12% recidivism rate for 12 months after program release.

3. Other Outcome Measures

ROP is pleased with our past successes and outcomes, but we are particularly proud of our work

and accomplishments right here in Arkansas.

Taking the struggling AJATC program and creating a safer program that is better for kids is what

drives our agency and our staff. In just two full years of operations, we reduced assaults by 50%

over the previous operator1 and we have received a 100% compliance score on our most recent

audit.

We acknowledge that there is always room for improvement, but what we have accomplished thus

far at AJATC is a testimony to collaboration, partnership and being responsive to feedback. After

two full years of AJATC operations, some of our successes and outcomes include the following:

50% fewer assaults than the previous vendor (see chart)

1140 hours of Positive Youth Development (PYD) including participation in athletics with

local community club teams

1,431 Multi-Disciplinary Team (MDT) meetings with 94.7% of families participating

Average of 5.9 family visits or phone calls per month per student

Expanded partnership with Boys

and Girls Club

Upgrading and softening of

physical plant

Enhanced vocational offerings

Implemented average of 300

hours of Evidence-Based

treatment per student

1 Data for G4S is based on information provided in the Disability Rights Center of Arkansas (2014) “An

Interim Report on the conditions at the Arkansas Juvenile Assessment and Treatment Center” and is

based on a total number of assaults in 2013 (n=327) and calculated per month and per 100.)

Comparison of G4S and ROP Assault Rate

(per month, per 100)

35

30

25

20

15

10

~ ....................... ~ JAN FEB MAR APR MAY JUN JUL AUG SEP OCT NOV DEC

--G4S Assaults (2013) --ROP Assaults (2018) ......... Linear (ROP Assaults (2018))



G. Describe past history and experience in securing and maintaining accreditation under ACA, CARF, and other relevant national standards.

Rite of Passage is a firm believer in accreditation and establishing high standards within the

juvenile justice system, and within our own programs. These elements promote an efficient and

well-managed system of services and care for youth. Further, it adds to the prestige of facilities,

increasing staff morale and aiding recruiting efforts. ROP fully supports ACA, CARF and other

standards from national accrediting and certification agencies (e.g. PREA, AdvancED, and JCHO).

Most of these standards have already been implemented in our facilities.

Organization-Wide History and Experience

AdvancED Accreditation. Rite of Passage has effectively

secured and maintained Corporate Systems Accreditation

through AdvancED. AdvancED is the largest and most

recognized education community, serving and engaging

30,000 public and private schools and school systems.

Corporation Accreditation provides ROP with a

nationally-recognized certification for our organization

and schools and demonstrates to our parents, students and

stakeholders our commitment to education excellence, our

openness to external review and feedback, and our desire to be the best we can be on behalf of the

students we serve. This type of accreditation also means that any new school that ROP starts-up

shall automatically be accredited, because of the demonstrated corporate-wide policies, procedures

and quality systems in place.

ACA Accreditation. ROP has adopted and is operating under ACA standards in all of our secure

facilities. We are in the process of securing accreditation for AJATC. Based on a Spring 2018

review by an ACA auditor, our agency has met or was approaching compliance standards. Since

this time, AJATC staff have continued their focus on policy development, training, and compliance

and we are confident we have met all standards. The year 2018 also

marked a change in medical providers at AJATC. This contracted

agency is responsible for, and is currently working toward, meeting

the 63 medical standards, 24 of which are mandatory for

accreditation. Based on the timeline of the new medical provider’s

policy development and system implementation, we estimate the

entire site will successfully achieve accreditation in 2019.

ROP has created policies and procedures (e.g., ROP Secure Care

Operations and Programming Elements for secure facilities)

aligned with ACA Performance-Based Standards for Juvenile

Correctional Facilities and ACA Performance-Based Health Care

Standards for Juvenile Correctional Facilities. These policies,

systems and practices will support the full ACA implementation at

all Arkansas facilities.



CARF Accreditation. ROP operates multiple group homes and large residential programs that

have successfully secured and maintained accreditation through the Commission on Accreditation

of Rehabilitation Facilities (CARF). Through CARF accreditation, our programming and services

are reviewed against 1,500 rigorous internationally recognized standards for Residential Treatment

and Governance. The most recent CARF accreditation was received in November of 2018. Upon

presenting three-year accreditation and a score in the 90th percentile, one of the CARF surveyors

stated, “[Rite of Passage] appears to have an excellent and well-deserved reputation for the

provision of quality services for a difficult-to-serve population.”

Prison Rape Elimination Act (PREA). ROP is committed to providing a safe environment and

has a Zero Tolerance Policy regarding sexual abuse, sexual assault or sexual misconduct for the

students in our care. To this end, ROP has developed Safe Environmental Standards, which have

been in place for over 30 years and are in accordance with PREA. Each juvenile facility operated

by ROP implements these standards and provides ongoing staff training, interactive supervision,

physical plant improvements, and quality assurance reviews with the involvement of PREA

Compliance Managers. All of ROP’s applicable juvenile facilities comply with PREA standards

and have satisfactorily passed all DOJ standards based on the DOJ PREA audit. In addition,

AJATC satisfactorily complies with Arkansas DYS policies related to PREA.

Further, in 2017, a two-day PREA Compliance Agency Audit was conducted by a qualified

Auditor for ROP. The Agency Audit is an audit of standards that regulate conduct that takes place

primarily or solely at the agency or central office level. Based on this audit, the Summary of Audit

Findings include:

Number of Standards Exceeded: 2

Number of Standards Met: 7

Number of Standards Not Met: 0

Accreditation Experience of ROP Leadership

Our certified, knowledgeable leadership team is capable of achieving accreditation/certification at

each of the four Arkansas Residential Treatment Facilities. Each of the following ROP staff have

been responsible for securing accreditation in ROP programs and, because of their national

expertise, within other juvenile facilities across the country.

Fernando Serrano, Program Monitor Mr. Serrano is a certified ACA auditor and will monitor and ensure compliance with ACA

standards in ROP’s programs. Mr. Serrano was the former Deputy Administrator for the

Nevada State Division of Child and Family Services, was Commissioner for the Nevada

Interstate Compact for the Placement of Children, served on the Nevada Supreme Court

Commission for Juvenile Justice and was a former Chief Juvenile Probation Officer.

Amy Ast, AJATC Deputy Director Ms. Ast is a certified ACA auditor and serves (2015-2019) on the ACA President’s Delegate

Assembly. She worked with the Ohio Department of Youth Services for over 20 years where

she served as a Superintendent and as a Bureau Chief of Facility Operations. She has been a

member of ACA for over 15 years and has co-authored numerous articles in the field of

juvenile justice.



Lawrence Howell, Chief Administrative Officer Mr. Howell is an ACA Certified Corrections Executive. Mr. Howell is also a Certified PREA

Auditor with the Department of Justice and has over 25 years of experience working with at-

risk youth at Rite of Passage.

Karen Murray, Regional Compliance Manager Ms. Murray is a Certified PREA auditor with the Department of Justice. Ms. Murray is also

certifying as an American Corrections Association Auditor and is certifying as a CARF

Surveyor. Ms. Murray serves as the Project Manager overseeing CARF Accreditation for five

of ROP’s facilities. Ms. Murray has experience as a Quality Assurance Program Monitor for

the State of Colorado, and has worked at Rite of Passage for over 15 years.

Nathan Allen, Regional Compliance Monitor Nathan Allen has over 23 years of experience in residential adult and juvenile programming.

He possesses evolving knowledge in Federal, State, and local licensure program compliance,

staff professional development, youth treatment curricula, and Safe Crisis Management. His

experience also includes operational start-ups, monthly focused reviews, and annual audits.

Mr. Allen hold a Bachelor’s Degree in Criminal Justice and a host of other instructor level

certifications.

Mike Cantrell, Executive Director Over the past 31 years, Mr. Cantrell’s expertise has included operations and oversight of

residential programming and therapeutic /clinical programs for secure and staff-secure

facilities. Mr. Cantrell served as a Lead ACA Specialist overseeing accreditation for facilities

in Ohio. Prior to joining ROP, he was the Regional Director for the Florida Department of

Juvenile Justice and the Executive Administrator for the Arizona Department of Youth

Corrections.

H. Describe methods and practices to meet or exceed the standards set by the ACA, CARF, or other accrediting body. Provide a plan that includes timelines and benchmarks to achieve accreditation.

ROP will meet or exceed all applicable ACA, CARF, PREA, and DYS policies, plans and

requirements.

ACA. ACA will be our benchmark for the effective operation of Dermott Juvenile

Correctional Facility and Mansfield Juvenile Treatment Center. Using these standards, we

will adhere to sound correctional security practices and up-to-date security policies and

procedures that safeguard the life, health and safety of staff and students.

CARF. CARF standards will be our best practice guidelines for the operation of the four

Arkansas juvenile treatment facilities.

PREA. Rite of Passage has a zero-tolerance policy relating to nonconsensual sex, abusive

sexual contact and staff or juvenile sexual misconduct. ROP has compliantly operated

within PREA guidelines in all its programs, including AJATC.



AdvancED. The core content education program in the four facilities will be delivered

through Virtual Arkansas in partnership with ROP Education Staff and will be guided by

all DYS polices and Arkansas Department of Education (ADE) regulations. AdvancED

will be applicable within these settings, not as an accrediting body per se, but by providing

best-practices and systems, aligned with DYS and ADE policies, to further promote quality

education to Arkansas’ students.

DYS Policy and Transformation Plan. Having served youth within the state and through

DYS for the past three years, ROP is familiar with, and will comply with, these policies at

each of the four Arkansas Residential Treatment Facilities. Additionally, ROP leadership

has been engaged with the Arkansas Youth Justice Reform Board.

Accreditation Plan

Our Accreditation Plan is comprised of the effective use of systems, resources, data collection,

timelines as well as evaluations and reviews to ensure the plan remains on track. Because our

organization is currently operating in the state, we have the established DYS knowledge and

existing infrastructure to secure timely accreditation. Each element of ROP’s Accreditation Plan

is outlined below:

Replication of Systems and Policies. The efficacy of our programming has allowed us to provide

services through replication, and while doing so, we have evolved our standards to a higher level

each time. As we initiate new starts-up, we have received each accreditation/compliance approval

faster than the time before. Through this effective system, ROP will replicate its current CARF,

ACA and PREA-approved policies, forms, manuals, handbooks and training practices for use in

each of the four facilities. We will begin the operational conversion of each facility with the use

of these materials and practices, with an emphasis on training each staff to ensure operational

fidelity.

Effective Use of Resources. Our accreditation team leadership (as discussed previously) will be

supported by site-based leadership (e.g. Program Directors) as well as our Technical Assistance

Team (TAT) and Compliance Managers. The TAT is a specialized, multi-disciplinary group of

ROP veteran staff embedded at a new facility during the transition period. The TAT provides

operational leadership and is comprised of Subject Matter Experts with expertise in operations,

programming, compliance, education, treatment practices, fiscal responsibility, and gender-

specific approaches. The TAT will also help operationalize the accreditation-related policies and

practices.

Gathering and Reporting on Data. ROP uses the following business processes and practices to

capture, record, store and validate data. Each of these systems will be used to gather required data

to support the accreditation application. Typically, CARF requires six (6) months of data and ACA

requires twelve (12) months of data related to youth, staff, incidents and the facility. This

information will be collected through the following systems:

ROPSTAT™ – Database developed by ROP that provides information related to incidents

FamCare – Database that provides student demographics and student census

RiteTrack- DYS current JJIS database

UltiPro – Provides information regarding turnover, hiring, etc.



Key Performance Indicators (KPIs) - Spreadsheets and data that provide critical

information per site, per month

Site Operations Summary (SOS) - These monthly reports provide site-specific information

on key programmatic and operational outcomes, including incidents, turnover and daily

population.

Established Timeline. ROP will begin the operational conversion of the four facilities using

PREA-compliant systems and protocols and we anticipate full PREA compliance in all of our

facilities within two to three months of start-up. ROP anticipates submitting our CARF application

no later than December 31, 2019 and receiving CARF accreditation by June 30, 2020 (within the

first contract year). Generally, ACA auditors require 12 months of data and information prior to

submitting the ACA application. Our timeline, however, is based on securing accreditation within

one year of contract start date, as stated in the RFP. Please see Appendix F for an accreditation

timeline.

Facility Standard Timeline

Harrisburg Juvenile Treatment Center PREA, CARF PREA – November 1, 2019

CARF – June 30, 2020

Dermott Juvenile Correctional Facility PREA, ACA, CARF PREA – November 1, 2019

ACA and CARF – June 30, 2020

Lewisville Juvenile Treatment Center PREA, CARF PREA – November 1, 2019

CARF – June 30, 2020

Mansfield Juvenile Treatment Center PREA, ACA, CARF PREA – November 1, 2019

ACA and CARF – June 30, 2020

Evaluations and Reviews. During the time leading up to accreditation, the leadership team will

conduct a series of internal reviews and self-evaluations using the Standards Compliance

Checklists as well as project-management Gantt charts which provide visualization of planning,

scheduling, and coordination of the accreditation tasks and milestones. In addition, ROP will

utilize its ACA consultants, CARF surveyors and its DOJ Certified Independent PREA Auditor.

Further, ROP will schedule a Program Monitor to provide on-site reviews and consultation related

to meeting timelines for ACA accreditation.



I. Describe data collection and reporting methods regarding your programs and the juveniles you serve including: measurements of program integrity; effectiveness; compliance with treatment plans; outcome measurements; client/stakeholder satisfaction; any others.

Measurements of Program Integrity

To maintain high standards and program integrity, ROP

implements its Program Performance Cycle that

systematically collects and analyzes data to determine if

operational and business processes are being performed

correctly, and if the desired results are being achieved.

Our Program Performance Cycle emphasizes the

strategic use of data and reporting that measures program

integrity, effectiveness, compliance and outcomes within

the context of our mutual missions of providing effective

treatment programs, achieving the goals of the

Transformation Plan and giving the children of Arkansas

the best opportunity for success.

The four elements of ROP’s Performance Cycle are:

1. Define Goals and Metrics

The process of achieving program integrity and compliance “begins with the end in mind” – in

other words, we begin by defining our goals and what we want to achieve using the SMART

criteria (specific, measurable, achievable, relevant and timely). By defining and establishing goals,

objectives, targets or benchmarks, we can effectively measure if we have achieved a positive

outcome.

Through Arkansas’ Performance Based Contracting, many of these goals have already been

established in the area of reporting, incident, rights, treatment, case management, education,

medical services, staffing, training and quality assurance. This will be ROP’s measurement of

effective programming:

Service Criteria Performance Target

Incident reporting Report 100% of incidents per RFP requirements

Timely and Accurate Reporting All reports submitted per requirements in RFP

Supervision Maintain adequate supervision, with ratios, defined in

the RFP

Major Incidents Maintain major incidents at or below 3-year baseline

Minor Incidents Maintain minor incidents at or below 3-year baseline

Orientation Rights Students receive orientation and handbook within 48

hours



Treatment-Master Plan Meet requirements in RFP for 100% of students

Treatment-Therapists Assign a therapist to 100% of students per RFP ratios

Treatment-Frequency and Evaluation

Coordination

Provide services as prescribed in the Master

Treatment Plan to 100% of students

Case Management Provide 100% of students assigned case manager per

ratios

Case Management Coordination Conduct treatment team meeting on 100% of students

each month

Case Management - Planning and Progress Ensure 90% of youth receive prescribed services and

are ready to discharge within their assigned LOS

Education Maintain 100% compliance pursuant to Arkansas

Department of Education

Medical Services Maintain 100% compliance per RFP

Staffing Levels Maintain 100% compliance per RFP

Staff Training Maintain 100% compliance per RFP

Training-Safety and Security Drills Maintain 100% compliance per RFP

Quality Assurance Maintain 100% compliance requirements

2. Measure Performance

To measure performance, ROP first collects the data through accurate and reliable systems.

Trained staff input data into systems, databases and spreadsheets while the Information

Technology department provides support and assistance. Examples of ROP’s best-practice tools

include:

FamCare: a case management software that helps ROP manage information and data

related to student demographic and student census.

UltiPro: Provides information regarding turnover, hiring, etc. In addition, staff can access

the HRIS to request time off, record time/attendance, etc.

Great Plains Accounting System: Provides financial information and analysis

Key Performance Indicators (KPIs): The KPIs are a blending of process and outcome

indicators used to monitor the quality or performance of a program or service. We use KPIs

to benchmark performance against other programs and national trends. The KPIs report on

many critical areas of the program including graduation rates, incidents, hours of

community service, etc. Initiatives and programs can be modified if targeted KPIs are not

met. 80

ROPSTAT™ Incident Reporting System: ROPSTAT™ is an incident database that

collects information to detect trends. This system was developed based on state juvenile



systems in Arizona and California and allows deeper investigation of the trending within

our juvenile population, allowing our staff to make adjustments and modifications as

appropriate. Once a month, a multi-department review is conducted of the locations, times

and staff involved. At each location, incidents are reviewed and analyzed, individual

juvenile risks and needs and personalized care are discussed, as well as any environmental

and sociological trends.

ROP’s Certified Accurate data review process increases reliability, validity, completeness and

accuracy in its student-centered data collection systems. The Certified Accurate process:

Includes a lexicon that clarifies terminology and collection methodology

Provides for an additional layer of review and verification

Includes topic-specific Executive Committee meetings (Finance, Marketing, Operations,

Human Resources, etc.) to analyze data and trends

Assigns resources to ensure fidelity, including staff training for new and existing staff

3. Outcome Measurements

After the data is collected, it is reviewed and evaluated through the analysis and outcome

measurement stage. This process includes an examination of the program and/or service’s

effectiveness and efficiency based on both qualitative and quantitative data from sources including

KPIs, outcomes data and budgets. This culminates in documentation and reporting that analyzes

whether or not outcomes were achieved, and targets were met.

4. Performance Improvement

Finally, we will use this information to continually improve. Performance improvement is our

process to manage change and achieve quality improvement in our services, policies, programs, or

infrastructure based on performance standards, measures, and reports. ROP utilizes the following

performance improvement tools:

Harvard Balanced Score Card is a strategic planning and evaluation tool that Rite of Passage uses

to bind short-term initiatives to long-term objectives (program, operations, human resources,

financial, etc.). ROP reviews these monthly to determine whether performance on initiatives will

meet ROP’s annual goals.

Quality Assurance (QA) reviews are part of our self-evaluation process that measures program

integrity. Annually, quality assurance teams visit each ROP program to review and rate the

programs in accordance with ROP Policies and Procedures as well as state licensing standards.

Every area of the program is listed on an assessment form that inspecting staff use to guide them

through the assessment. ROP has experience conducting assurance reviews at every ROP location

each year. Last year, over 50 staff were involved, and thousands of hours were logged.

Continuous Quality Improvement: ROP utilizes CQI methodology that examines systems or

processes to continually improve upon them and ensure optimum program performance. CQI

allows for on-site Subject Matter Experts (SME) to evaluate their program to identify areas of

strength and opportunities for improvement. ROP utilizes an annual CQI Calendar that schedules

program areas for evaluation. In addition, if there is a program area or procedure that is not meeting

desired outcomes, the site management team will implement a CQI review of that area based on

need. Characteristics of ROP’s CQI process include:



ROP uses data to improve decision making. Solutions to problems are based on objective

data when available and are based on input from all levels of staff.

ROP involves the entire organization to improve quality. CQI does not use a “top-down”

approach to problem-solving. Line staff are treated as experts and are involved in

brainstorming and implementing solutions. Everyone, regardless of position, is responsible

for improving the quality of program delivery at ROP.

ROP’s Program Director “owns” the CQI process which is supported by the management

team and is further monitored by agency administration. A program’s failure to maintain

standards results in corrective action for site management.

Through a rotating monthly calendar, the CQI process examines a full complement of program

areas as listed below.

January: Personnel/Training Files February: DPN/FFA March: Physical Plant

Juvenile Files Personnel Files Case Management Clinical Services

DPN/FFA Evening Program Morning Program

Preventative Maintenance Facility checks Landscaping upkeep HV/AC operation and maintenance

Pest control Recycling program/ Trash removal

Signage (emergency and directional)

Tool inventory system

April: I-VALIDATE/I-ACHIEVE May: Multi-Department June: Interactive Supervision

Documentation Binder reviews Scholarship Validate/ Achieve Program

Information Technology Inventory & Storage Business Office Communication & Collaboration Financial Education (ROP School QA

Monitor; ROP School QA Process; Sped QA Form)

Campus Movement Proactive Levels of Intervention Code of Ethics Interactive Supervision Direct Care Classroom Duties Staff and Student Public Address Problem Resolution Process Behavior Chain

July: Case Management August: Grievance, Abuse,

Incident Reporting September: Food Service

Individualized Assessment and Case Planning

Multi-Disciplinary Team Treatment Plan

Transition/Aftercare Plans Intake Assessments & Intake

Assessment Report Program exits

Incident Reporting Grievance Tool Grievance Form w/ PREA Grievance Tracking Log Safe Physical Management

Food Service QA Tool Meal Program

October: Treatment Groups/PSD November: Medical Department December: Health & Wellness

Group Evaluation Tool One-on-One

Medication administration Medication control Consent documentation Medical/ Dental visits Medical equipment

Activities conducted according to schedule

Participation of juveniles and staff

Quality



Compliance with Treatment Plans

ROP has implemented multiple mechanisms to ensure compliance to each youth’s individual

Treatment Plan developed by DYS. The process begins with the creation by DYS of a master

Treatment Plan based on the student’s risk and need assessments and collateral materials (medical,

education, family). The Treatment Plan will address the goals for the residential program identified

on the youth’s Case Plan. Compliance will be evaluated through regular, collaborative MDT

meetings designed to review each youth’s progress/response during treatment and detect and

correct insufficient therapeutic gains in timely ways.

While the MDT process will ensure overall compliance to the Treatment Plan’s prescribed

interventions and dosage, ROP’s clinical staff will ensure day-to-day compliance. This will be

verified through Daily Progress Notes, Progress Reports, attendance at the prescribed treatment

groups (individual, group and family). Additionally, Therapists will make individual therapy notes

documenting progress and issues, and the Clinical Coordinator will make supervisory notes to

ensure the clinical sessions are conducted with fidelity. As discussed previously, our CQI and QA

reviews also include a review of student files and Treatment Plans to verify compliance.

Client/Stakeholder Satisfaction

ROP encourages its partner agencies, students, parents and staff to take part in the continuous

quality improvement of our programs. In 2018, a company-wide initiative was implemented to

collect stakeholder feedback on our programming elements by providing access to on-line

questionnaire available via tablets. Additionally, as part of our internal Quality Assurance process,

ROP conducted randomly selected interviews of 75 AJATC students, representing both males,

females as well as youth of varying ages, time in the program and level of student status (e.g.,

Ram/Contributor, Novice/Intern, Rookie and Orientation). The AJATC staff population was also

interviewed and included 50 randomly selected staff from different departments with varying time

of service at ROP.

Excerpts from the 2018 interview at AJATC is provided below:

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Students Who Report Adequate Access to Services (in %) Question to Student: Do you believe the

AJATC program gives

you adequate access to

the following services?



Question to Student: What is

your overall confidence level

that you have gained enough in

the program to be successful:

Confident Not Confident

Student Confidence Level in Future Success

Question to Staff: Do you agree or

disagree with the following questions:

Do you feel comfortable

talking to your supervisor

about program concerns?

Are you treated with respect?

Are you comfortable reporting

sexual harassment?

0%

20%

40%

60%

80%

100%

% of staff reported

feeling comfortable

talking to supervisor

% of staff reported

treated with respect

% of staff reported

feeling comfortable

reporting sexual

harrassment

Staff Reporting on Job Characteristics (in %)

Question to Staff: Rate your level of satisfaction (1 = unsatisfied, 10 = very satisfied) based on

the following questions:

What is your level of satisfaction with your job: Average = 8.5 out of 10

What is your confidence level in doing your job: Average = 9.0 out of 10

What is your level of satisfaction with you

Communication form your supervisor: Average = 8.8 out of 10



Additional Compliance Practices

Incident Reporting. ROP is committed to working with DYS in partnership and collaboration by

providing timely, accurate and transparent Critical Incidents, Serious Incidents and Major

Incidents regarding staff, youth, event, medical, and facility. ROP will follow all requirements

including reporting all suspected child abuse and neglect incidents to the Child Abuse Hotline. Our

staff will be trained in the DYS incident reporting process and form use, and we understand that

certification of incident report training is required before an employee may work and provide direct

care to youth. To ensure our Incident Reports are compliant,

our agency conducts CQI and QA reviews, which include

reviews of files and related documentation.

Compliance. The ROP Compliance Plan is a guiding

document that describes the ways in which ROP manages,

deploys and reviews compliance and quality. It also serves to

inform staff and stakeholders of the direction, timelines,

activities and importance of quality, compliance and quality

improvement.

The Plan implements the recommended seven elements of an

effective compliance program. These elements were first

described by the Office of Inspector General for the

implementation of medical model facilities but were quickly

adapted to other fields – such as juvenile services. The plan

includes:

1. Identify Compliance Leadership and Staff: Identification and appointment within the

organization of an individual to serve as compliance officer, who will be responsible for

monitoring compliance efforts and enforcing practice standards.

2. Establish Written Policies and Procedures: Establishment and adoption of written

policies and procedures to promote the organization’s commitment to compliance.

3. Well Publicized Disciplinary Guidelines: Development of policies to enforce standards

of conduct with disciplinary measures for employees who fail to comply with requirements.

4. Effective Lines of Communication: Establishment of reporting systems to encourage

individuals to make complaints regarding compliance items without fear of retaliation.

5. Training and Education: Commitment to conducting formal education and training

programs for all levels of employees. Provision of training materials, access, enforcement

& management.

6. Internal Auditing and Monitoring: Established systems and processes to monitor and

report regulatory requirements and quality. Ongoing auditing and monitoring of systems

to assess the effectiveness of the compliance program and identify issues.

7. Prompt Response and Corrective Action: When vulnerabilities are identified, corrective

action must be conducted in response to potential violations.



If selected as the Single Qualified Partner, ROP will hire a dedicated Arkansas Compliance

Director, as well as a full time Compliance Coordinator at each of the four facilities. The

Compliance Staff will have full autonomy to monitor, report and implement recommended

changes to program elements in order to ensure compliance, safety and fidelity. The Compliance

Director reports to the Director of Operations, who reports to the President, maintaining autonomy

and open lines of communication with top level administration.

President / CEO

Director of

Operations and

Quality

Improvement

Agency PREA

Coordinator

Director of Legal,

Risk and Regulatory

Affairs

Regional Compliance

Managers

Site Compliance

Coordinators

Technical Assistance

Teams

• • •

• . .._ ____ _

.._ ____ _



A. Describe the proposed use of facility space, buildings and grounds owned by the state.

Research Tells Us

ROP understands that juvenile justice systems are often asked to do too much. Statistics tell us that

we are serving more females with significant abuse history; serving more youth with significant

mental health issues; serving more youth on prescribed medication for mental and physical needs;

and, serving more youth whose parents are seeking to relinquish custody. As a result, a stream of

young, traumatized, addicted, and disabled citizens flow into underfunded and sometimes unsafe

facilities. These same youth are often cutoff from their family and friends, and isolated from their

communities at a time when they are most vulnerable.

The numbers tell the story:

Nearly 93% of detained youth experienced one or more severe traumas

58% experienced 6+ traumatic events

93% had at least one co-occurring psychiatric disorder

Over 11% diagnosed with PTSD

E.2 Facility Usage



ROP embraces and is excited to be considered for the opportunity to partner with DYS and their

Transformation Plan for the Mansfield Youth Treatment Center, Lewisville Youth Treatment

Center, Harrisburg Youth Treatment Center and the Dermott Youth Corrections Facility. DYS’

initial steps to close and consolidate facilities like the Colt Youth Treatment Center, classifying

youth to specialized facilities that better meet their needs and service plans, and moving youth

closer to home aligns with ROP’s core values and experience.

Youth facilities are inherently stressful environments and youth on custodial sentences are over-

represented with health-related issues (including mental health), trauma care and other special

needs. Long-term stress has significant, negative effects on people’s health and well-being, so

reducing stress through environmental adjustments to a less stressful environment seems a sensible

measure. However, youth facilities are highly unusual environments, and the combination of

specific requirements and over-representation of residents with health and other complications or

pre-dispositions means that simple, universal measures for reducing stress may not apply in the

same way.

A focused understanding and appreciation of environmental psychology has led ROP to shape our

programs with trauma-informed design. ROP puts emphasis on creating an environment that

promotes normalization, appropriate socialization and restoration. As an example, we have

learned how daily physical activity has a positive impact on physical and psychological well-being,

and how physical activity can be encouraged through ‘active layout’ as well as accessible and

appropriate athletic facilities within programs.

We believe that appropriate accommodations for dining are important to healthy nutrition,

socialization and self-efficacy. Research suggests that dining with others can promote healthier

eating habits, foster positive social relations and reduce stress. We also realize that the ability to

maintain adequate interpersonal distances - defined by cultural and situational norms - is important

to well-being. Crowding leads to a number of negative psychological and behavioral outcomes

including social withdrawal, reduced pro-

social or cooperative behaviors, increased

aggression and stress-related impacts on

physical and mental health. Smaller groupings

in educational and housing arrangements are

generally linked to a variety of well-being and

interpersonal relationship benefits.

ROP knows that environment cues behavior.

We believe that research over the years

demonstrates that youth respond better in a

normative environment than in a traditional

cellblock. Normative environments contain

natural light, views to the outside, vibrant

colors and natural (or at least normal)

materials, acoustic dampening, personal space

and control of some personal territory in

addition to good sightlines along with the

around-the-clock presence of staff to maintain

order.



The best youth facility design is based on normative design principles, which play an important

role in reducing recidivism rates. By focusing on youth correctional facility design principles

that are restorative, such as open community areas, daylighting, calming acoustics, and more,

facility operators can foster rehabilitation and create spaces in which young people can thrive.

When a youth facility looks and feels more like a school than a prison, and its occupants are

recognized and interact based on their own individual experience, rehabilitation is more likely.

To create the most supportive environments, research says and ROP agrees, we must consider the

following:

Open Communal Areas. Increasing the size or number of community spaces will make

the facility feel more open and encourage youth to leave their rooms and interact with peers

and counselors.

Flexible Furnishings. Modular chairs, tables, and sofas in communal rooms invite

flexibility of use. Chairs can be pushed to the center of the room for group discussions or

arranged in clusters to allow for one-on-one or smaller group counseling.

Daylighting. Skylights allow natural light into spaces to promote a calming, less confined

atmosphere.

Open Control Stations. Supervisor stations placed at ground level and at the center of

dayrooms and cafeterias allow youth to feel more comfortable talking to staff. Counselors

and supervisors can still keep a close eye on youth while also helping to promote more

casual, positive, face-to-face interactions.

Outdoor Spaces. Designing secure outdoor gardens, greenhouses, athletic fields or courts,

and eating areas can improve attitudes. When youth spend time outside, especially in green,

non-threatening spaces, they feel less trapped. Moreover, these spaces can be designed

around sports, outdoor horticulture, and other programs that teach youth important skills

they can use after they are released.

Durable, Familiar Materials. Hard furnishings, such as tables, should be made from

scratch-resistant materials to prevent defacing and vandalism. However, they should also

be familiar to youth and not appear “institutional.” For example, acrylic tables are durable

without looking cold or dreary.

Peaceful Features. Facility interiors should promote a sense of calm. Soft LED lighting

rather than harsh fluorescents and include positive, inspirational artwork that ideally

reflects local or regional character.

Calming Acoustics. A youth correctional facility can get noisy. By including sound-

absorbing materials on the walls, you can prevent noise from traveling and from hindering

communication. When youth and staff can hear instructions clearly, they are less likely to

need further instructions or become frustrated.

Personalized Details. You can empower youth to make spaces their own by allowing them

to re-arrange furniture and even choose their own bedding color. When youth are presented

with options, they are less likely to vandalize their rooms and may feel more comfortable

living in the facility.

These design details not only encourage rehabilitation, but also, when integrated with existing

security standards, help ensure that staff and youth feel safe in the space.



The ROP Approach

Historically, youth corrections have served dual roles: protect public safety and rehabilitate youth

offenders so they may lead productive lives. Balancing this twofold mission so that both objectives

are effectively achieved is difficult. Secure institutions with razor wire and individually locked

cells mean few escapes, but have also tended to be one-dimensional, emphasizing “custody and

control” over treatment and rehabilitation.

Safety for the public must be assured by keeping these

youth confined, but security cannot be so pervasive that

it inhibits the effective operation of rehabilitative

programs. Changing behavior requires an atmosphere of

trust and safety—both physical and emotional—and

programming that is comprehensive, relevant and

flexible. We are committed to finding a balance between

security and treatment and believe our Integrated Care

Model™ accomplishes this.

ROP has the distinct advantage and the needed experience

operating residential secure and non-secure programs, and with this

comes an understanding of how to utilize living areas to best

manage a variety of populations. These facilities will remain safe,

secure and well-maintained through the expert work of qualified

maintenance, custodial staff and contractors. ROP facility

maintenance resources also include a Regional Maintenance and

Facilities Manager and a licensed commercial construction

company available to consult and oversee all projects from

changing a light fixture to building a new large multi-use structure.

As our experience shows, ROP has been providing services and

operating state and county owned facilities for over 35 years and

understands that we not only need to adhere to our own standards,

but that we need to align those standards with those of the state or

county. Local codes are always followed and even compared to our

own to make sure we are satisfying the needs of the state or county.

In most cases our own sense of duty, company policy and pride

exceed local expectations and requirements. We assume full

responsibility of all state-owned property as if it were our own.

DYS is currently appropriating considerable funds to transform

these facilities. ROP will continue these efforts as we have

budgeted building and equipment expense categories and staffing to continue the DYS

Transformation Plan. In the first year of operation for facility improvements, in conjunction with,

and at the discretion of DYS, we will prioritize the more urgent repairs while developing a long-

term plan to update the routine improvements such as paint, flooring, and landscaping.

Examples of interior and exterior improvements made during the first years of operations at other

state-owned and ROP-operated facilities are located in the inset of this page.

Before

After

Before After



Proposed Building and Grounds Use

ROP has a unique advantage of having staff in place who have experience and knowledge of the

facilities identified in this proposal. Our staff participated in the facility walk-throughs at each of

the locations to conduct visual inspections of the physical plant. In preparation of this response,

ROP has developed a detailed maintenance plan for each of the facilities regarding potential

physical plant initiatives in light of current DYS facility improvements. If DYS’ improvements

are not complete prior to transitioning the programs to the new operator, ROP is ready and able to

work with DYS to complete all the improvements.

Our facility maintenance team is led by Vince Colarelli, National Construction Manager; Dan

Gaston, Director of Facilities and Maintenance; and Tony Tanner, Regional Facilities Manager.

Vince Colarelli National Construction Manager

Daniel Gaston Director of Facilities

Tony Tanner Regional Facilities Manager

Mansfield Youth Treatment Center

History

This serious offender program opened

in 1994 on what used to be a youth

home called Johnny Cake Ranch.

Sponsored by John and Jan Martin in

1968 as a child study center; the

program ended in 1975 due to lack of

grant funding. In 1998, the Division

purchased the 236-acre property at the

base of the Poteau Mountains. The

rustic buildings include several two-

story structures presently being used as

the offender residential quarters and

education classrooms, as well as several

large houses located on the lakefront.

The site is in Sebastian County.

In 2011, the original rustic buildings were replaced with a modern, green constructed, highly

energy efficient treatment complex. The complex includes six dorms and an education/multi-

purpose building with a kitchen and dining area.



Program Use

The program at this facility will serve fifty-eight males between the ages of 13 and 18 with

moderate to high risk aggression, behavioral issues, and gang involvement. This program will

focus on the value of education, character development and integrity, with the utilization of team

sports to improve physical and mental health, and to improve self-discipline and social

interactions. Utilizing individualized plans, youth will become accountable for their actions, and

have opportunities to develop and practice coping skills.

Our Collaborative Plan

ROP will work in conjunction with DYS to conduct a thorough assessment of the utilization of

facility space with the goal of achieving a dedicated vocational training center, indoor recreation

space, and a maintenance garage/warehouse. Continued facility improvements will include adding

air conditioning to vocational/ recreational space thereby ensuring space usable year-round.

Adding LED security wall packs to building perimeters will enhance lighting during dark hours.

ROP would also recommend adding round tables to the dining hall to facilitate face-to-face

conversation in a family style setting, which allows students to practice social skills and interaction

at every meal.

Lewisville Youth Treatment Center

History

The center opened in 1994. The facility has a

track record for accepting and serving the

more resistant youth who are commonly

disruptive in milder settings. The center is in

Lafayette County.

Program Use

This program will be repurposed to serve up

to thirty-two moderate risk males, ages 13-18

in a staff secure setting. The program will

focus on earlier interventions, prevention,

family reunification, social skills, and credit

recovery. Since the facility is staff secure,

youth will participate in community service

projects. The program will offer substance

abuse treatment, skill development and be

trauma-responsive.


ROP will work in conjunction with DYS to continue the facility improvements that have already

enhanced the physical plant. Additional improvements would include: interior and exterior

painting to both soften the environment while also protecting the buildings from weather damage;

enhancing the front entrance by replacing the entrance fencing and adding lighting; a facility logo

and appropriate signage to welcome visitors; building up the low marshy areas around the



buildings and inside the courtyard with dirt and sod; trimming trees; adding flower beds and

shrubs; adding outdoor seating and a gazebo in the courtyard; and adding gravel to the front

entrance and in all parking areas. The pump house should be re-wired to code; develop and

implement a daily service plan according to the manufacturer’s directions for the Culligan Water

Treatment system; replace the lighting in the living unit day areas with LED lighting fixtures and

add LED security wall packs to building perimeters to enhance exterior lighting during dark hours;

add a steamer to the kitchen for more efficient food preparation; replace all shelving in the dry

storage area, while also adding round tables to the dining hall to facilitate face to face conversation

in a family style setting. Repair and restore the automated equipment systems in the greenhouse

vocational area; have all fire suppression and fire detection systems inspected in areas occupied

by students; and work with DYS to renovate the student restrooms on the living units and

throughout the facility.

Harrisburg Youth Treatment Center

History

This serious offender facility, completed in

early 1997, is unique in that it is located

very near the downtown area of the city of

Harrisburg. As a result, there is increased

interaction by the community and local

officials, which has been extremely

positive. This kind of proximity offers the

opportunity to provide greater knowledge

and first-hand experience to the public

regarding the types of issues facing young

offenders, as well as expose the youth

population to direct community

perspectives. Historically residents of this

program are brought together with a variety

of groups which include the Senior Citizens

Group, city management, and local offices

of the Fish & Game Commission, for a

variety of projects. The center is located in

Poinsett County.

Program Use

This program will have the most dramatic changes as it is intended to now serve a female

population in a staff secure setting. The program will emphasize the value of education, character

development and integrity of low to moderate risk girls under the age of 18. Utilizing

individualized plans, youth will become accountable for their actions and develop prosocial

behavior and interactions. The youth placed here strive to demonstrate desirable character

development and attain specified educational goals prior to consideration for discharge. ROP will

use our experience with the twelve other gender specific programs ROP operates to make this a

model program.




DYS has begun renovations to soften the facility and transition it to a girls facility. ROP will

continue these efforts and establish preventative and predictive maintenance, as well as

housekeeping plans to ensure the efforts of the state are maintained. The facility beautification

plan includes flower beds, shrubbery, and fruit trees. ROP recommends adding round tables to the

dining hall to facilitate face to face conversation in a family style setting which allows students to

practice social skills and interaction, adding a steamer to the kitchen for more efficient food

preparation, adding an automatic dishwasher to enhance the cleanliness and sanitation of dietary

equipment, creating outdoor athletic fields (i.e.-soccer, softball, kickball, etc.) for the opportunity

to engage in local recreational leagues and physical fitness activities, adding LED security wall

packs to building perimeters to enhance lighting during dark hours, and adding privacy walls to

the restroom areas on each dorm to provide additional privacy and exceed PREA requirements.

Dermott Youth Correctional Facility

History

The Dermott Youth Correctional Facility has the

capacity to serve 40 males ages 18-21 for eight to 12

months. There are three living pods in two buildings,

one for youth sex offenders who require treatment and

one for "high risk" males. The facility is in Chicot

County.

Program Use

This program will serve up to forty moderate to high-

risk boys ages 17.5 to 20 in a hardware secure facility.

The program will emphasize treatment for aggression,

substance abuse, sex-offender specific programming,

and include Extended Jurisdiction Youth (EJJ) youth

who age out of or fail in other programs.


ROP will work in conjunction with DYS to continue the facility improvements that have already

enhanced the physical plant. Additional improvements would include: enriching the living units

through interior painting, the addition of motivational wall art, continued collaboration with DYS

to renovate the youth showers, and build storage and temporary walls to enhance privacy between

the Case Managers in each office area; create an Honors Dorm on the unit located in the

Administration building, which would include replacing all doors with wooden doors, painting the

entire interior and adding motivational wall art and murals, adding wiring that would support a TV

viewing area and a separate gaming area, adding carpeting, and standard wooden beds; painting

all areas in the Administration building; painting the dining room and kitchen while also adding

round tables to the dining hall to facilitate face to face conversation in a family style setting, which

allows students to practice social skills and interaction; add flower beds and shrubs along with

outdoor seating and create outdoor athletic fields (i.e.-football, soccer, softball, etc.) for the

opportunity to engage in local and district-wide recreational leagues and enhance physical fitness

activities.



Single Qualified Partner

ROP’s current role as the operator of the Arkansas Youth Assessment and Treatment Center

(AJATC) is a unique differentiator that positions ROP to utilize the already established

infrastructure to build a robust centralized support hub for the four additional facilities included in

this proposal. ROP proposes to establish a “Regional” support and supervision model located in

Alexander to house regional leadership positions that will be tasked with coordinating and

providing support/expertise to the staff who are located at the four additional facilities.

Specifically, ROP will enhance centrally-located

staffing by establishing the following regional

positions who will provide virtual and efficient

hands-on administrative support for each of the

four proposed facilities, while not negatively

impacting existing operations at AJATC.

Facilities Manager

Information Technology Manager

Clinical Director

Human Resources Manager

SPED Services Manager

CTE Program Manager

Compliance Manager

ROP’s centralized regional model will be staffed with individuals who bring with them years of

experience in working with DYS systems and who are experts in their fields. Their knowledge,

expertise and problem-solving abilities will provide the statewide network of facilities with an

additional layer of expertise that ROP believes will enhance the responsiveness and efficiency of

their specific administrative support functions in all five facilities across the state. In addition, their

elevated roles will provide DYS and other stakeholders with a direct contact who has intimate

working knowledge of the relevant functions across all facilities.

From a geographic perspective, each of the additional facilities is no more than 2 ½ hours away

from Alexander. The proximity of these locations to Alexander will allow ROP to further develop

a centralized procurement, storage and distribution model that enables us to quickly address any

unforeseen item shortages or fulfill emergency needs at any of the four facilities. The proximity

also allows for relatively easy in-person support and consultation by the regional managers.

If projects require resources that exceed the limited number of onsite personnel, the Regional

Facilities Manager based out of AJATC will have access to journeyman level tradesman to assist.

The Regional Facilities Manager will also have the support of ROP’s combined resources on a

national level to assist in site renovation as well as individual training in specific trade related

innovations.

Examples of economies of scale, shared expertise and synergy gained through the Single

Qualified Partner model, which we believe no other provider can achieve, are as follows:

Mansfield

Harrisburg

Lewisville Dermott

Alexander



Facilities Maintenance

Harrisburg and Lewisville will be staffed with 2 full-time maintenance/janitorial staff, while

Dermott and Mansfield will be staffed with 3 full-time maintenance/janitorial staff. When

combined with the existing pool of 6.5 full-time maintenance/janitorial staff at AJATC, ROP will

have a collective maintenance/janitorial workforce in Arkansas of 16.5 full-time staff. While each

facility will be responsible for its own individual upkeep and maintenance, ROP will draw upon

the collective expertise of the entire maintenance pool as technical issues present themselves. For

instance, should a complex HVAC, plumbing or electrical issue arise at one of the individual

facilities, the Regional Facilities Manager will tap into HVAC expertise that may be present in any

one of the other facilities and even send in a specialized worker from another facility to assist on

the issue. ROP believes that our proposed model of using the collective expertise of the entire

maintenance pool will allow us to address issues at each of the individual facilities in a more timely

and efficient manner than operating each as a free-standing facility.

Clothing and Consumables

ROP’s centralized warehousing systems at AJATC will streamline distribution of clothing and

consumables to enable the satellite facilities to receive products in an expedited manner. A

designated purchaser at AJATC will use the combined buying power of all regional locations to

secure contracts, which allows for purchasing of name brand clothing and consumables at reduced

wholesale prices.

Transportation

Each of the four residential treatment facilities will be assigned a sufficient fleet of vehicles.

When vehicles require repair and are out of service, ROP will have the capacity to quickly move

equipment or replacement vehicles to other locations through our regional fleet management

program. Additionally, ROP will be able to transport those assigned youth from the assessment

center to the four facilities in Mansfield, Lewisville, Harrisburg and Dermott. Being only a couple

hours away, we can provide same day responses.

Maintenance

Currently, ROP is responsible to maintain and repair over one million square feet of educational

and program space. We have decades of experience maintaining state-owned property and pride

ourselves on having the best physical plants in the industry. We have found that a well-designed

facility management system is critical for responsible stewardship. We acknowledge and

understand that the successful operator will be responsible for equipment maintenance and

replacement, as well as grounds and building maintenance.

In Arkansas ROP has established relationships with our DYS partners, the facility and construction

coordinators, as well as local and statewide vendors. The current team has members that are

HVAC and governmental plumbing certified; have experience in electrical, painting, construction,

lock maintenance, grounds keeping, fleet management; and established tool and chemical controls.

They are familiar with the approval process that DYS requires on projects that exceed a certain

threshold and have proven to be a responsible steward of state funding necessary to maintain the

physical plant.



The team will ensure that Maintenance Department staff are trained and have access to necessary

resources. The regional team has business partnerships with statewide suppliers such as Irby

Electrical, Johnstone Supply, Faulk Supply, American Building Specialties, and Sherwin

Williams. These partnerships, and the quality materials they provide, will extend to the other DYS

facilities.

Additionally, we have established state contracts with vendors who provide services in the

following areas: electrical, plumbing, HVAC, kitchen inspection and repair, fence installation and

repair, roofing, fire alarm systems, IT cabling, tree removal and trimming, radio communications

and generator inspection and repairs. These state contracts will be available to the other facilities,

growing their knowledge and their business partnerships. Through collaboration with statewide

contractors, vendors and partnerships, the regional leadership team will ensure consistent and

quality service delivery throughout the DYS facilities.

The Maintenance Department will follow ROP’s Maintenance Spectrum and will utilize a

comprehensive Computerized Maintenance Management System or CMMS for tracking progress.

Emergency Maintenance

Maintenance workers will perform the repair or replacement of failed components and will be on

call and available 24/7/365 for emergency calls and repairs. If the repair is beyond our regional

capabilities, they will call contracted services within the local area to assist. The maintenance

technician will shadow the contractor when they are servicing the equipment or making a repair to

ensure the facility’s best interests are represented and to learn as much as possible to avoid future

failures.

Routine and Preventative Maintenance

ROP will perform the preventative maintenance suggested by the manufacturer on all systems

including air handlers, air compressors, generators, refrigeration equipment, etc. Additionally, all

minor equipment such as restroom exhaust fans, domestic hot water circulating pumps,

temperature control devices, etc. will be lubricated, cleaned and checked for proper operating

conditions on an annual or quarterly basis, following the manufacturer’s guidelines. Best practice

for maintaining all scheduled maintenance will be to enter all equipment identification into our

CMMS with specific manufacturer’s suggested maintenance schedules. These maintenance

schedules are received monthly by the Maintenance Supervisor in the form of notification of a

preventative maintenance. This maintenance will be performed by ROP personnel and local

HVAC contractors, depending on the technical level of the required maintenance.

Examples of a routine and preventative maintenance schedule:

EmergencyMaintenance

•Systems repair

•AC repair

•Windows

RoutineMaintenance

•Repairs

•Light bulbs

•Floors

PreventativeMaintenance

•Air filters

•Roof

•Water testing

PredictiveMaintenance

•Forecast repairs/failure

•Painting

Least Efficient Most Efficient



HVAC Systems Frequency

Heating system components (draft induction motors, pressure

switches, ignition modules, igniters, etc.) and sequence of

operation, ventilation and air conditioning including VAV

boxes and associated hot and cold-water systems

Beginning of the season (Failed or failing

components will be replaced).

Lubricating Annually

Replace Air Filters (as needed be it monthly, bi-monthly or

quarterly depending on individual system daily use and

building occupation)

Monthly/Bi-monthly/Quarterly

Inspecting heating and cooling systems Monthly

Variable Air Volume Units Monthly

Air handler motors, belts, and bearings Checked Quarterly/Replaced when necessary

Exhaust fan motors, belts and bearing Checked Quarterly/Replaced when necessary

Cooling system evaporator and condenser coils (cleaned prior

to the cooling season/possible re-cleaning during the cooling

season)

Bi-annual

Refrigerant charges (checked at the start of the cooling

season)/Inspections for oil traces Quarterly

Condenser fan motors (checked at the beginning of the cooling

season) Quarterly (during the season)

Predictive Maintenance

ROP will forecast predictive maintenance and has earmarked building and equipment funds to

replace furniture and paint buildings, as required and approved by the DYS

Construction/Renovation Department. Any capital request recommended (above $2,000) will be

submitted for consideration using the appropriate channels and procedures.

Using our CMMS system, predictive maintenance can effectively

forecast repairs or failure of equipment based on age, user demand

and performance measures. ROP incorporates preventative

maintenance tasks into our CMMS and keeps systematic maintenance

records.

Examples of predictive maintenance tasks:

Fire Protection Equipment Testing. All fire protection and

notification systems will be tested according to the

recommended schedule. Records of all inspections will be

maintained. Fire protection will be tested at least quarterly.

ROP has received commendation from the local fire

department for maintenance practices. Please see attached letter

in Appendix G.

Air Conditioning and Refrigeration Maintenance. ROP will keep a log of all essential data

relating to air-conditioning and refrigeration, including maintenance and changes in the

operating systems. Any identified problems with the systems will be addressed

immediately by retaining the professional services of a trained factory technician.

Persisting issues with the equipment will be discussed with the manufacturer. Specific

manufacturer’s suggested maintenance schedules will be observed and logged, including

addition of refrigerant when needed.

BRYANT f'lftE DEPARTMENT

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....... .. -...... - ......... ,... ....... ~ .. «·-~·· .... ,,,..,....,,,_.,J ..... ...,. ......... ...... . ..,~·- · - ..... _..,.,,,_ .. , ...... , .... a-~ ,_.,oe,,~•·• ,,_,. . ... ._ .:::::~"!~::.:;~~:.. ....... ~.t ·-........... .,. ... _ ... ~ ....



Generator Maintenance and Inspections. All facility generators and Automatic Transfer

Switches (ATS) will be inspected quarterly by approved licensed contractors and any

deficiencies noted by the contractor will be addressed immediately. ROP maintenance

technicians will inspect all generator systems weekly.

Computerized Maintenance Management System

ROP understands the importance of tracking, documenting and monitoring work orders while still

making it easy for anyone to submit them. Facilities Management Express or FMX is a web-based

maintenance system available to all ROP staff. In case of a life-threatening situation or emergency

repair effecting the health and wellness of the youth in our care, a designated on-call maintenance

contact is available 24 hours a day, 7 days a week by phone. If for any reason there is down time

to the CMMS, a paper form is also available as a backup that will then be entered into FMX when

available again.

Here are screen captures of the CMMS that ROP uses. As you can see every aspect of the

Maintenance Spectrum is accounted for while being customizable to the needs of individual

facilities.

; New Maintenance Request

Request

.... _ ElKtricil

• 8uld1,. 1@¢,#4· 011, ..

Task

11 _...., a=ia:m

:"-,, __ ., __ ,. __

------,,,1~-.C.T~ .....

.. T .......... I ...... ··-... _ Wu..r.&c-.rt, ···-........ u,-c.

• Nlffll °*'Ve filttrs on f\imKe 3

• ........ 3/27/2017

· - N....j I

0: Planned Malnt~nc•

<C NewTosl<

Tuk

Occurrences


Wednesday

0: 27113 - Quarterly Test AHU·I

0: 93734 - Quarterly Belt Change AHIJ-1

Thursday

0: 17292 - Change AHU Filters RTIJ· l

Friday

0: 91542 - Weekly Cleaning High Sdwol

Saturday

0: 64973 - filter change AHU-S

o: 68288 - filter change AHIJ--<

Sunday

0: 36515 - Monthly Playground Inspection Pfqygro,md

Monday

0: 98899 • Quarterly Filter Change AHU-1 and AHU-9

Tuesday

o: 34974 - test AHU-1

Wednesday

lter change AHU-9

Monthly Generator 1 Maintenance Gentrat.or 1

Safety light check at Alvis HQ I.ED-00!

Weekly Cleaning H,gh School

• 148489 - Tennis Example Compur,,U!b

July 12

July 13

July 14

July 15

July 16

July 17

July 18

July 19

July 20

July 21


Landscaping/Grounds Maintenance – Exterior Campus

Landscaping will be provided by the local ROP maintenance staff including pruning, irrigation

and lawn mowing. While attractively maintained, the facility’s perimeter will be controlled to

ensure that youth remain within the perimeter and to prevent unauthorized access by the general

public. ROP will continue to furnish the labor, materials, equipment, tools and the experienced

personnel to maintain the grounds and landscaping. In addition, the goal is to promote pride in

ownership among the students and staff; their areas of responsibilities are designed into the weekly

schedule where individual living units are responsible for areas of the campus.

The Maintenance Department conduct weekly inspection of all areas and identify any that may

need attention. Staff will remove all debris, paper, cans, bottles and fallen limbs prior to mowing

the grass. The grass will be cut with a mower according to best practice away from any sign, light

fixture, trees, fire hydrants or fence lines; these areas will be trimmed with a string trimmer to

ensure there is no damage to the trees and objects. When edging plant areas, the established bed

line will be used to avoid the excess removal of existing grass.

Corrective and aesthetic pruning shall be performed at the appropriate time of the year to maintain

natural shapes, characteristics of the variety, removal of dead, diseased or broken twigs and

branches as well as suckers growing from the base. Tree trimming will take place on an as needed

basis to ensure that they are healthy and have a clean appearance. Prior to completing the scheduled

landscape maintenance, the Maintenance Department will remove all grass clippings, dirt and all

other debris from the walkways, curbs, gutters and roadways. All debris will be picked up and

removed. A properly swept area is free from all debris.

Pest Control and Waste Disposal

Waste disposal and pest control programs will conform to local, state and federal regulations. ROP

will contract with a waste management company to provide sanitary methods for handling and

disposing of solid, liquid and biohazard waste. We also will contract with a local licensed pest

control company to provide vermin and pest control services. This service will anticipate possible

infestations by: ants, cockroaches, fleas, spiders, subterranean termites, crickets, bed bugs,

silverfish, squirrels, raccoons, possums, mice, rats, wasps, hornets, yellow jackets, bees, ticks, bats,

skunks, birds, snakes, centipedes, scorpions or any other unwanted creature. Staff will report any

observation of insects, rodents, pests or vermin within the facility to the Program Director or

Maintenance Supervisor so that the pest control company may be notified.

Snow Removal Procedures

We have experience with snow removal in many of our programs. Experience has taught us that

you cannot plan for a snow storm, but you can be prepared. Having the right equipment tuned up

and the right people ready prior to the first snow is imperative. In Arkansas, ROP’s preventative

and predictive maintenance programs will schedule for all the winter equipment maintenance and

the purchasing of the proper ice melting compounds long before the first snow falls.

The Maintenance Department will operate tractors with box blades to clear parking areas and hand

shoveling of small walkways and outside steps will take place wherever there may be a chance of

damage to the landscaping, pavement or asphalt. The spreading of ice melting compounds will be

the sole responsibility of the maintenance department. A rock salt/sand mix (approved by state

regulations) will be used on roadways and parking lots. All concrete surfaces will be treated with



a snow/ice melting compound that will not damage the concrete surfaces. The use of ice melting

compounds, when maintenance department personnel are not present, will be at the discretion of

the leadership.

Common Campus Buildings

Living Units

Décor in the living units will reflect more

gender-specific styling and include

motivational posters featuring gender-specific

role models. All living units will undergo a

“softening” to accentuate a normalized setting

without compromising safety. This softening

includes upgraded and non-institutional

bedding, inspirational decorations and

replacement of worn furnishings. Shown here

are before and after photos taken at other ROP

programs that have undergone this process.

Dining and Food Service

ROP values the prosocial and relational opportunities provided during communal meals, therefore

we pride ourselves in providing quality food service programs. Our experience ranges from linen

tablecloth banquets with multiple courses to a sack lunch during community outings. All meals

are in compliance with the Dietary Guidelines for Americans (DGAs) as well as Recommended

Daily Allowances (RDAs) needed for this population.

We have been providing meals under the National School Lunch and Breakfast Program for nearly

25 years, and welcome collaboration with DYS as the School Food Authority (SFA) to ensure

Residential Child Care Institution (RCCI) eligibility. Last year alone ROP prepared over

1,000,000 meals for youth, staff and parents in our programs. Meals at these facilities will be

nutritionally balanced, well-planned, prepared and served in a manner that meets established

government health and safety standards. On an annual basis, a qualified dietician will review and

approve the facility menus. Menus will be cycled every 30 days.

Three on-site meals a day will be prepared by ROP food workers. At least two of these meals will

be hot. The meals offer a minimum of one entrée per meal. Milk, juice and water will be offered

at breakfast, lunch and dinner. In addition to the National

School Lunch and Breakfast program, ROP will provide

youth with a nutritious snack in the afternoon or the evening.

Food preparation and dining is a central function of the

program. The staff, youth and guests of the facility will dine

in the cafeteria and adhere to family dining norms. During

the meal service, youth will learn appropriate norms such as:

talking quietly during meals, asking for condiments politely,

not talking with food in one’s mouth, not wearing hats or

jackets at the table, taking only the food one can finish

proper posture, table etiquette and eating balanced meals.

Secure Before Secure After



Logistically, meals will be provided in shifts, in order to accommodate separate populations. Staff

will accompany their assigned youth during meal times and dine with the youth. Staff do not

receive additional portions, nor different food items. Staff monitor the norms as described above

and can take this time for informal sessions with their youth.

Campus Grounds

The grounds provide opportunities for recreation, fitness and learning. ROP has a rich history of

promoting youth team activities as a means to provide pro-social health and wellness activities for

youth. ROP is aware that some of the grounds currently have outdoor basketball courts and open

areas that can be improved and used for structured recreation.

ROP has also initiated past projects in the areas of gardening and horticulture in a number of our

facilities and we are hopeful that we can establish these programs here as well. Creating a garden

on the campus introduces to youth the importance of sustainable farming and uses the campus as

a schoolyard, teaching them valuable concepts that cross other disciplines such as math, science,

art, health and social studies, as well as personal and social responsibility. Additionally, research

indicates that youth are more likely to eat fruits and vegetables, food they may not normally want

to eat, when they learn more about how they grow. (Ratcliffe, MM, et al (2011)).

Campus Pride and Sense of Community

As part of the ROP Integrated Care Model™, we are committed to

providing a clean and inviting setting of which the youth, staff,

visiting families and DYS are proud. We have a strong tradition of

raising the standard at ROP managed facilities. The environment will

set a tone that reinforces academic inclusion, student achievement,

and family and community involvement. When families participate

in parent-teacher conferences, attend events, and graduations, they

will celebrate success along with their sons and daughters.

To that end, we envision a campus beautification campaign which

includes fresh paint, outdoor pro-social murals which the youth may

develop or paint, fresh landscaping and a general updating of the

cosmetics while not compromising security features. These

improvements are consistent with those made by ROP at our other

facilities, including state owned and contracted. With the

collaboration and consent of DYS, we will identify areas of the

campus that have the most deferred maintenance and collectively

develop a facility beautification plan.

To further enhance a sense of campus community and pride, ROP

will launch a youth-based contest to rename the living units. This

contest will be reinforced through the school, where youth research

historical figures, local landmarks, or character traits after which to

name the dorms. This activity has been very well-received at our

other locations and has resulted in creative names reflecting local

university mascots, Native American heritage, and state geographic

features.



The appearance and maintenance of these facilities will be a considerable source of pride for us,

and ROP will provide janitorial and landscaping service to ensure a clean and well-kept

environment. Our janitorial staff coverage is for five days a week to ensure all areas are cleaned at

the most opportune times, avoiding heavy youth/employee traffic times, if possible.

The beautiful and well-maintained campus will

embody the ROP Integrated Care Model ™ and

will remain true to DYS’s intent of providing a

residential treatment program in a normalized

environment. We have proven this commitment in

our 35 years of operating residential treatment

facilities across the United States, and we will work

hard to maintain our reputation of providing

campuses which exceed expectations and foster

professionalism, pride and enthusiasm.

Equally important, we will continue to create a culture of shared responsibility, where students

and staff have daily duties to assist in the cleanliness of the campus, which supports the attachment

and pride they have in their school.

Taking Pride

ROP believes that all staff must take personal responsibility to ensure a campus where all

equipment and furnishings are maintained properly. Staff will check furnishings weekly and report

any damage immediately in order to maintain facility safety and security. Along with the

Maintenance Supervisor, the Shift Supervisor plays a key role in inspecting the building for

deficiencies and generating internal work orders.

ROP also believes if the youth value the facility,

they will treat it better and take care of the

buildings in which they reside. ROP prides itself

in involving the youth in facility improvement

and beautification projects such as landscaping

and mural painting. Non-essential projects such

as painting campus murals, planting gardens,

and improving play fields will be completed in

collaboration with DYS and without accessing

DYS funds. ROP has successfully completed

such projects at other campuses and, with DYS’

consent, will seek outside funding, such as grants

and private stakeholder resources to complete

these projects.



B. Describe your organization’s experience and methods in complying with and adapting to changes in facility maintenance standards, including: the Arkansas Building Authority, Commission on Accreditation of Rehabilitation Facilities (CARF), American Correctional Association (ACA), Prison Rape Elimination Act (PREA), any applicable state or national standards.

ROP has researched the Arkansas Building Authority (ABA) Standards and Criteria and is

confident that we will be able to comply. We have worked extensively with state building

authorities or comparable agencies in multiple states in order to assure building code compliance

during new construction projects, as well as capital improvement to existing structures. In addition

to working closely with local oversight bodies, ROP considers CARF, ACA and PREA

recommendations and will obtain DYS approval prior to commencing with any facility

modifications.

ROP currently maintains compliance with over 1,000,000 square feet of physical plant across 15

states. In order to maximize familiarity with state and local requirements, we have implemented

a regional model of facility maintenance. This model includes a Regional Maintenance Director

familiar with ABA Standards and Criteria, supported by a local Facilities Manager and staff with

extensive knowledge of the physical plant and equipment. Through weekly phone conferences,

this team coordinates project schedules, progress and controls. The Regional Maintenance

Director conducts field visits monthly, or more often as need dictates.

Specifically, samples of ROP’s experience in adapting to and complying with facility and

maintenance standards are included below.

Project Partner Description

Ridge View Youth Services Center State of Colorado Building Department

Design, build, and operate contract for a 500 bed residential campus.

Canyon State Academy Queen Creek Arizona Building Department

Remodel and facility adaptation to include more a diverse (gender & need) youth population.

Lake Granbury Youth Services Center Hood County Building Department

Remodel and facility expansion to accommodate a more diverse and larger population.

Crescent Leadership Academy New Orleans Building Department

Remodel of an outdated and damaged alternative school.

Uta Halee Academy City of Omaha Building Department

Expansion of existing residential facility to include additional facility uses (shelter care).

Commission on Accreditation of Rehabilitation Facilities (CARF)

Through a higher level of standards ROP is honored to be accredited through CARF. This

demonstrated our commitment to continuously improve service quality and to focus on the

satisfaction of the students, stakeholders and communities served. ROP began the accreditation



process with an internal examination of its program and business practice. A team of expert

practitioners’ selected by CARF completed an on-site survey that measures ROP’s common

practices against 1500 rigorous and internationally recognized CARF standards for Residential

Treatment, Governance, and Group Homes. CARF International is an independent, accrediting

body of health and human services. All CARF-accredited service providers have applied CARF’s

comprehensive set of standards for quality to their business and service delivery practices. ROP’s

commitment to excellence will be periodically evaluated on-site and reconfirmed annually.

American Correctional Association (ACA)

ROP has adopted and is operating under ACA standards in all of our secure facilities. We are in

the process of securing accreditation for AJATC. Based on a Spring 2018 review by an ACA

auditor, our agency has met or was approaching compliance standards. Since this time, AJATC

staff have continued their focus on policy development, training, and compliance and we are

confident we have met all standards. The year 2018 also marked a change in medical providers at

AJATC. This contracted agency is responsible for, and is currently working toward, meeting the

63 medical standards, 24 of which are mandatory for accreditation. Based on the timeline of the

new medical provider’s policy development and system implementation, we estimate the entire

site will successfully achieve accreditation in 2019.

ROP has created policies and procedures (e.g, ROP Secure Care Operations and Programming

Elements for secure facilities) aligned with ACA Performance-Based Standards for Juvenile

Correctional Facilities and ACA Performance-Based Health Care Standards for Juvenile

Correctional Facilities. These policies, systems and practices will support the full ACA

implementation at all Arkansas facilities.

Non-Medical Mandatory Standards

(July 2019 – December 2019)

Non-Mandatory Standards

(September 2019 – February 2020)



Fire Safety Codes &

Inspections

Fire Alarm & Detection

System

Fire & Emergency

Evacuation & Training

Fire Prevention

Toxic & Caustic Materials

Four & Five Point

Restraints

Key Control

Use of Chemical

Restraints

Use of Physical Force

Single/Double Living Space

Dayrooms

Toilets

Seclusion

Recreation Space

Visitation

Staffing

Population Counts

Perimeter Security

Staffing

Inspections

Security Equipment

Use of Restraints

Searches

Incident Reporting

Critical Incident Debriefing

Fire Safety Codes &

Inspections


System

Fire & Emergency


Fire Prevention

Toxic & Caustic Materials

Four & Five Point Restraints

Key Control

Use of Chemical Restraints




Prison Rape Elimination Act (PREA)

ROP has a zero-tolerance policy relating to sex, abusive sexual contact and staff or youth sexual

misconduct. To support this commitment, we evaluate the facility for best practice supervision, as

well as privacy. When designing or acquiring a new program, or when planning modification of

an existing facility, the capacity to protect youth is reviewed and addressed as needed. The result

of this process has been independent PREA auditors’ finding that all standards have been met or

exceeded in all 13 of our programs’ PREA audits.

ROP has invested heavily in education and

infrastructure to establish itself as an

industry leader in PREA compliance. ROP

has created regional positions dedicated to

staff training and organizational

development, and operational compliance

with the PREA standards. Our PREA

compliance coordinators have initiated

facility improvements, participated in

incident debriefings to assist in root cause

analysis, and developed PREA compliance

monitoring systems for our programs.

Over the past two years, ROP has been

subject to PREA audits in four of our

facilities and in each instance ROP has

achieved 100% compliance ratings.

“All residents interviewed had extensive knowledge of

the right to be free from sexual abuse, assault, or

harassment. All residents were aware of the hotline for

reporting abuse, although no one had ever had the need

to use it. All residents acknowledged being screened

upon admission and received information during

admission and orientation on their right to be free from

sexual abuse and harassment. All residents knew

multiple ways to report abuse and felt very confident that

any complaint they made would be properly addressed.

All residents stated they felt safe at the facility. “

“All of the staff should be commended for their efforts

and professionalism displayed during the audit. “

~ William Benjamin,

DOJ Certified Independent PREA Auditor



A. Describe experience, practice, and methodology in establishing and maintaining safety, security, and behavioral control, and include how that practice differs among different populations of youth.

Rite of Passage supports DYS’s core belief that youth are best served in least-restrictive settings

located close to home, when appropriate; evidence based rehabilitative services are

available; and removing youth from the home should be the option of last resort. When staff

secure or hardware secure residential placement is deemed in the best interest of the youth and

public safety, ROP will provide the safest and most effective option. We believe that our expertise,

demonstrated commitment, current partnership with DYS and enthusiasm to be part of the state’s

Transformation Plan will “move the youth justice system forward.”

Experience

Driven by our mission of improving the lives of youth, ROP has 35 years of experience operating

both hardware secure and staff secure locations. Throughout our history, we have been sought by

states, counties, and federal agencies to partner with them in improving, enhancing, or reforming

their systems.

As a continuous learning organization, we embrace behavioral science research and implement

evidence-based practices. ROP has evolved from a one-dimensional program that focused on

experiential activities for teenage boys to now providing a full range of programs across the

continuum of care that includes safe behavioral controls for vulnerable and at-risk children.

Our experience has formed ROP’s Integrated Care Model™. The services included in this model

encompass evidence-based treatment, accredited education, career and technical education,

targeted therapeutic interventions, behavioral controls and self-development opportunities built

upon a foundation of safety and security.

Each day, ROP staff work with male and female youth with emotional and behavioral disorders

including trauma and abuse histories, aggressive and assaultive behaviors, gang involvement,

substance abuse, mental health needs and family dysfunction. We have developed the core

competencies and skills, and have the resources and staffing required to successfully support the

youth in our care.

National competencies include:

35 years in the youth justice industry (established in 1984)

Cared for, counseled and educated 50,000 at-risk and troubled youth in residential settings

Programs and services delivered to 2,000 youth and families each day

Full continuum of care from community-based, residential, non-residential and schools

Licensed programs, operated with accredited education, state-approved athletics and

cognitive-behavioral therapy based on best practices

Well-developed operations aligned with licensing and exceeding industry standards

E.3 Safety and Security



Capacity to develop security protocols to ensure safety of diverse population cohorts

Extensive experience with successful start ups

Successful and timely transitions of providers, including AJATC

Arkansas-specific competencies include:

Currently operate two programs in Arkansas (AJATC and Destiny House)

Daily care of over 140 Arkansas youth

Employment of 200 Arkansas staff

Knowledge of Arkansas’ system, policies and practices

Safely and successfully cared for 118 students at AJATC facility during management

transition from G4S to ROP

ROP Continuum of Care and Experience

Community

& Family

Support

Charter &

Day Schools

Youthful

Offender

Step Down

Community

Residential

Staff Secure

Residential

Hardware

Secure

Residential

Foster Family Agency

(male / female)

Utah Program

(male / female)

Rite Track

(male / female)

Behavioral Health

Center

(male / female)

Southwest Leadership

Academy

(male / female)

Prestige Day School

(male / female)

Madison Excel School

(male / female)

Friends for Youth

YOS

SB94

Destiny House

(male / female)

Qualifying Houses

(male / female)

Arizona Shelter

(male / female)

Tustin Family Campus

(male / female)

Jeffco Specialized

(male)

Nebraska Shelter

(female)

Woodford Home

(male)

Paragon Home

(male)

Hillcrest Academy

(male)

Sierra Ridge Academy

(male)

Sierra Sage Academy

(female)

Canyon State Academy

(male)

Ridgeview Academy

(male)

Uta Halee Academy

(female)

Desert Lily Academy

(female)

Arkansas Youth

Assessment and

Treatment Center

(male / female)

Meadowlark Academy

(male / female)

J. Walter Wood Jr.

Center

(female)

Walton Academy

(male)

JoAnn Bridges Academy

(female)

DePaul Academy

(male)

Lake Granbury Youth

Services

(male / female)

Improving the Lives of All Youth



Practice

Rite of Passage programs are routinely benchmarked substantially safer than state and national

standards. This achievement is not the result of good luck. Rather, ROP’s culture of safety is the

result of a multi-faceted approach which includes supervision, accountability, engaging

activities, facility inspection, and clearly defined policies and procedures. As indicated in the

Integrated Care ModelTM, safety and security is the foundation of everything we do.

This approach has proven highly effective nationally as well as within Arkansas. Examples of

data demonstrating ROP’s level of national compliance with safety and security procedures and

protocol include:

PREA audits conducted at ROP facilities indicate 100% compliance.

ROP’s secure programs have an assault and fight rate less than the national average.

ROP has never had a fatality in any facility.

Through annual surveys, students continuously self-report feeling safe at ROP facilities.

Under ROP’s management, the AJATC facility has

experienced powerful change. ROP assumed management

of the AJATC facility following the departure of the

previous provider. At that time, the AJATC facility had

been identified by the Disability Rights Arkansas (DRA) as

a “facility in need of increased external monitoring”. The

DRA’s 2014 Interim Report on the Conditions at the

Arkansas Youth Assessment and Treatment Center included

concerns of violence, increased assaults, verbal and

physical abuse, inconsistent or absence of structured

activities, limited access to family member and attorney

phone calls and the use of isolation.

Rite of Passage understands that DYS’s Transformation

Plan largely was designed in response to prevalent

conditions such as those noted above. We share the core

beliefs outlined in the Transformation Plan and have

implemented many of these concepts at AJATC.

Following Rite of Passage’s implementation of the

Integrated Care Model™ (with a foundation of safety and

security) we are proud to report that a different culture now

exists at AJATC. Specifically, Rite of Passage has

achieved the following:

Significant reduction in assaults. Assaults were reduced by 50% from 2017-18.

Minimal use of mechanical restraints. Mechanical restraint use occurred on less than

0.03% of bed days.

Substantially safer environment for staff. Workers compensation injuries were reduced

by 50% in 2018 with only one staff injury due to student assault.

100% compliance reported by DYS. The most recent DYS audit of AJATC indicated

full compliance and zero safety concerns. Please see Appendix H.

Safety Outcomes

ROP’s Arkansas Youth

Assessment & Treatment

Center

(average population 118 students)

Minimal use of mechanical

restraints; less than 12 incidents

in 2018

Lower than industry standards in

assaults/fights

Successful treating students

removed from other programs

due to dangerous behaviors

Reduction in workers’ comp

claims due to student/staff

assault; only one in 2018

Acceptance rate at 100% and

termination rate for disruptive

students < 1%



Rite of Passage supports the core belief that decision-making should be data-driven, and

programs and services should be supported by data demonstrating their effectiveness in

improving outcomes for youth and families. We have long believed that “what gets measured

gets done” and to effect change at AJATC we identified our target, set quantifable goals and

measured our progress. Our safety efforts at the AJATC facility continue, and we are confident

that if selected as DYS’s Single Qualified Partner, we can bring the same positive change to the

Harrisburg, Dermott, Lewisville, and Mansfield facilities.

Methodology

Training. At ROP, our highly-trained staff are

the first line of defense in assuring safety. Our

commitment to thorough training allows us to

better serve the youth in our care and ensure

safety. We have developed a comprehensive

training program that is categorized by four

components: Pre-Service, On-the-Job-

Training, In-Service and Professional

Development.

Pre-Service introduces key topics such as

Basic First Aid and CPR, security protocols,

safe and appropriate use of restraints, key

aspects of supervision, suicide prevention, and

PREA. Pre-Service also focuses on how to pro-socially

interact with youth. Staff may not interact with youth until this training is completed.

On-the-Job Training takes place on the floor and allows new staff to observe best practices in

action and model veteran staff interacting positively with youth. To support staff as they become

familiar with their responsibilities, they are provided a copy of our Tech 22 Manual™ which

provides instruction on how to peform essential job duties such as Boundary Training, Proactive

Levels of Intervention, Emergency Response and Incident Reporting. We believe so strongly in

the importance of the policies in our Tech 22

Manual™ that direct care staff are required to

learn them, demonstrate them, and further prove

competency by passing the Tech 22 Exam within

90 days of their start date. Staff who are unable

to successfully complete the Tech 22 training

and testing are not permitted to continue their

employment with Rite of Passage.

Recognizing that hardware secure locations and

higher risk populations require different and

enhanced security protocols, we developed the

Rite of Passage Secure Operations Manual

(ROPSCOPE) as a companion piece to the Tech

22. While the Tech 22 provides guidance on

essentials for all Rite of Passage programs,

Training

Supervision

Accountability

Engaging Schedule

Facility Inspections

Policies & Procedures

Multi-Faceted

Methodology



ROPSCOPE provides additional guidance on security and safety protocols for staff at hardware

secure locations.

In-Service and Professional Development provide additional and on-going opportunities for staff

to sharpen their skills and develop more in-depth knowledge specific to their area of responsibility.

Instruction is provided in multiple formats including classroom instruction, informal material

review, or self-paced learning modules available through ROP University. This on-line platform

responds to generational preferences for technology applications and flexibility in time/location of

training. One of the most popular features of ROP University is the ability to review video

vignettes demonstrating actual program elements such as line movement, safe transportation

techniques, dining hall expectations and how to lead group interventions. Additional information

about ROP’s training methods and requirements is available in Section E.6.A.

Screen Shots from ROP’s Training Video Vignette Series

Safe Line Movement Dining Hall Protocols

Ensuring Safe Transportation How to Lead an Effective

Positive Skill Development Group

Interactive Supervision. While architectural security (as provided at the Dermott and Mansfield

facilities) is important and necessary, nothing beats staff vigilance.

Staff are trained on the principles of interactive supervision during pre-service. Direct care staff

learn to be “in the mix” through active engagement with the students as well as participation in

student activities. Proximity alone can resolve problems before they occur. Positive interaction

also allows staff to positively influence youth behavior. Through interactive supervision, an

environment is created where staff serve as role models and mentors to youth, rather than “guards”.

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ROP’s guidelines for effective interactive supervision include:

1. Staff follow a 5:1 reinforcement ratio in which they maintain five positive interactions to

every one corrective one.

2. Staff model behaviors that are expected from the students and act as positive role models

at all times.

3. Students are provided with as many practice trials as is necessary to learn something new.

4. All students are treated with respect. Staff will support the intervention process of

addressing anti-social attitudes and behaviors.

5. Interventions begin at the lowest possible level. Staff requests are to be clear, concise,

consistent and reasonable but they are non-negotiable. One social skill students learn at

ROP is to accept responsibility for their behavior.

6. Staff need to position themselves to supervise and interact with all the students under their

care. Staff should avoid one-on-one situations without prior supervisor approval.

7. The benchmark of ROP supervision is staying “in the mix” while supervising.

8. Let the students know you are involved by keeping a “pulse” on them; as often as possible

staff should verbally and/or visually check in with them.

9. Communicate with and support co-workers at all times by making sure the significant

student issues are reported, known, discussed and resolved.

Staff Shifts to Maximize Accountability. Adequate and appropriately scheduled staff are key to

safety and security. ROP is proud of its unique staffing schedule, which utilizes just two

overlapping daily shifts to ensure services are effectively provided, program integrity is

maintained, and pro-social relationships are encouraged.

Our unique schedule minimizes the number of shift changes during the day to more closely reflect

a normalized family environment. Direct care staff are assigned to a specific living unit and with

just two shifts per day, the same direct care staff member is

present when students wake up and when they go to sleep.

Using this model, we can more closely reflect a parental

relationship and home-like setting, provide stability and

program continuity. This allow staff to be more in tune with

the students and their behaviors thereby reinforcing care,

respect and therapeutic rapport.

Direct care staff are supported by managers or directors

who also participate in non-traditional scheduling. ROP’s

facility management team rotates working evenings, nights

and weekends to ensure leadership and accountability on all

days and shifts. A weekly shift change meeting occurs when

all staff are on-site and can exchange pertinent information

about the status of students and the program.

ROP STAFFING LEVEL AMONG

ALL DEPARTMENTS AT THE

ARKANSAS YOUTH

ASSESSMENT AND TREATMENT

CENTER IN 2018.

A staffed program is a safe

program.

90%



At the proposed Arkansas facilities, direct care staff will reflect a minimum ratio of 1 staff to 8

students (1:8) during the day, a ratio of 1:12 during sleeping hours, and ensure a minimum of two

staff are present in every transport, even if only one youth is being transported. Ratios may be

adjusted upward to include additional staff depending on the needs of the population, as well as

campus activities.

As the Single Qualified Partner, ROP can further ensure safe staffing levels by drawing from our

existing in-state resources at the centrally-located AJATC facility. Should one of the four

residential treatment facilities require additional staff due to vacancies, vacations or special events,

we are able to deploy regional staff via van to the location in need and have staff on the floor in

approximately 3 hours.

As an agency that makes data-driven decisions, ROP developed and utilizes ROPSTAT™ to

identify “hot spots”—days or times when negative behavior is trending, to staff strategically. The

data in ROPSTAT™ is location-specific, available in real time and allows managers to make data-

driven decisions about when or where staffing adjustment is needed to ensure safety.

Additional layers of staff accountability and security include the Administrator on Duty (AOD)

and Ranking Administrator in Charge (RAC). The AOD is a designated senior staff member who

is on-call after hours and often present on campus during weekends and holidays to ensure

continued accountability. Site leaders rotate serving in this capacity to assure multiple and fresh

perspectives. The RAC is an individual designated to step into the primary campus oversight role

if the Program Director is not available. The presence of the RAC ensures that the campus is never

without central leadership and decision-making capacity.

A Full and Structured Day. A structured and rich daily schedule offers another layer of protection

against negative behavior. Students who are involved in meaningful activities do not have the time

or energy to plan or engage in problem behaviors. At Rite of Passage programs, youth start the day

early to participate in 16 hours of programming which includes academic instruction, individual

and group clinical interventions, daily physical fitness and organized recreation, pro-social meals

and time for self-care. These activities are not requirements to be checked off throughout the day;

rather these are engaging opportunities that youth have a right to participate in and learn from. All

elements of the student day occur under the watchful eyes of staff who participate with youth as

appropriate. By 9pm, youth are ready for a good night’s sleep.

AJATC Incident Trend

(by hour)

AJATC Incident Trend

(by day of the week)

1111111 .1111111111111 ••. _ --- -



Weekend Schedule

7:00-7:45 am Students wake up/hygiene/chores

7:45-8:00 Team Meeting – Review daily

activities/personal goal setting

8:00-8:30 Breakfast & Medication Administration

8:30-9:30 Unit and Site Clean up

9:30-10:30 Health and Wellness

10:30-11:30 Specialized Treatment Groups /Individual

and Family Therapy

11:30-12:30 Family Visits/Mentoring Visits

12:30-1:00 Lunch & Medication

1:00–3:00 Team Meeting/Team Building / Phone

Calls/Homework/Letter Writing/Personal

Constructive Time/Sports

3:00-4:15 Specialized Treatment

Groups/Psychoeducational Groups/ Positive

Skill Development and POC Groups/

Family Therapy

4:15-5:15 Shower Program

5:15-5:45 Dinner & Medication

5:45-8:30 Evening Program: Snack/Status Student

Activities/Status Student Movie/Academic

& Voc Study Hall/ Letter Writing /Phone

Calls/ Personal Constructive Time/News or

Sports/packet work

8:30-8:45 Team Meeting

8:45 Bedtime (Rookies)

9:00 Bedtime (Interns)

9:15 Bedtime (Contributors/ Rams)

9:15-10:00 Student staffing meeting/Staff training

10:00 pm Night watch change over and debrief

Weekday Schedule

6:00-6:25 am Students wake up/hygiene/chores

6:25-6:35 Team Meeting – Review daily

activities/personal goal setting

6:40-7:25 Breakfast & Medication Administration

7:30-8:00 Study Hall / Homeroom

8:00-8:55 Block 1 – Core Academic Period

9:00-9:55 Block 2 – Core Academic Period

10:00-10:55 Block 3 – Core Academic Period/Cog-

based groups

11:00-12:30 Lunch & Medication

12:35-1:35 Block 4 – Core Academic

Period/Treatment Groups

1:40-2:35 Block 5 – Core Academic

Period/Treatment Groups

2:40-3:30 Psychoeducational Groups/ Positive

Skill Development and POC Groups

3:30-4:30 Treatment Group

4:35-6:15 Vocational Training & Athletics

6:20-6:50 Dinner & Medication

6:55-8:25 Evening Program: Status Student

Activities/Academic & Voc Study

Hall/Showers/Hygiene/World News

8:25-8:40 Team Meeting

8:40-9:00 Personal Constructive Time/Letter

Writing/Phone Calls

9:00 Bedtime (Rookies)

9:15 Bedtime (Interns)

9:30 Bedtime (Contributors/ Rams)

9:30-10:00 Staffing meeting/Staff training

10:00 pm Night watch change over and debrief



Security Measures for Secure and Non-Secure Facilities.

Rite of Passage has developed secure protocols that are consistently applied to daily operations.

These protocols drew upon ROP’s 35 years of experience as well as national standards to guide

policy and practice around security and all conditions of confinement areas. Using ACA, PREA,

CARF, DYS, JCHO, and ROP standards as our benchmarks for the effective and professional

operation of Arkansas’ Residential Treatment Facilities, we will adhere to best-practice

correctional security practices and up-to-date security and safety protocols.

All ROP staff receive specific training on security policies. This training is designed to provide

staff with security awareness but also emphasizes how policy compliance is a significant step in

preventing security vulnerabilities. Training in security includes how to control assigned security

equipment, proper front entry protocols to reduce conveyance of contraband, how to track and

inventory tools, how to conduct formal population counts, security inspections, proper search

procedures, the proper way to transport students, and guides staff through the pitfalls of selective

attention. ROP utilizes national standards to guide policy and practice around security and all

conditions of confinement areas.

Use of Established Standards.

Facility Security Control Center. In secure facilities, the

Control Center will coordinate all security functions, inter-

campus communication, student movements, emergency

communications and will be staffed 24 hours a day, 7 days a

week. The grounds at each facility will be constantly viewed

through a series of closed circuit television (CCTV) camera

systems that remote into monitors in the Control Center.

The Control Center Staff will be trained in all procedural and

mechanical systems in the Control Center. The Control

Center Staff will be locked in the control room with no direct

passageway to the reception area. Only authorized staff will

be allowed in the Control Center. At no time nor for any

reason will any student or visitor be allowed to enter the Control Center. The Control Center will

maintain copies of all DYS and ROP policy and procedure manuals along with the facility’s

security manual, operational and logistical log books pertaining to vehicles, security equipment,

facility population counts, staff rosters, transport schedules, etc.

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Main Entrance. The main entrance is through the administration building’s reception area.

Anyone entering a facility is required to sign in, receive approval to visit, obtain a visitor badge to

be worn throughout their stay, and wait for the appropriate escort. Prior to entering a facility, all

visitors will be informed of ROP’s Zero Tolerance Policy and be required sign an

acknowledgement of this policy in accordance with PREA’s Zero Tolerance standards. In secure

facilities, a designated staff member will search the belongings of staff and visitors, who will then

be required to pass through the metal detector and are subject to a hand wand search. Non-

allowable packages and personal items will be stored in a secure location prior to commencement

of the visit.

Delivery trucks, law enforcement/fire department vehicles, transport vans, and ROP maintenance

vehicles will be monitored with Control Center staff recording time in/time out for all vehicles

entering the campus. Drivers will be required to sign in, receive approval to enter, and await

notification that the department they are visiting is aware of their arrival. The driver will sign an

acknowledgement that their vehicle must always have the windows closed with trunks and doors

locked when on the grounds of the facility.

Controlled Perimeter and Grounds. At secure facilities, the perimeter will be controlled to ensure

the safety of students, staff, visitors, and the community. Designated staff responsible for

monitoring the facility perimeter and grounds also respond to crisis situations and receive the same

training as the direct care staff. This cross training, which includes de-escalation certification,

allows all staff to respond to crisis situations.

In secure facilities, the shift supervisor or designated staff will inspect the facility's perimeter twice

a day to inspect for damage and to check for contraband that may have been placed in the

surrounding area, including within the perimeter line, on the fence, and on the ground by the

perimeter fencing of the facility. Additionally, perimeter rounds shall occur by the Shift

Supervisor periodically throughout the daily shift. Areas immediately outside of the facility

perimeter will be included in security inspections. All inspections are documented in the Master

Log located in the Control Center.

Security Inspections. Prior to commencement of operations, ROP will conduct a thorough security

inspection and assessment. The process will include but not be limited to, identifying blind spots

in the camera coverage, dead zones for radio coverage, gaps or vulnerable areas in the security

fence, likely avenues to gain positions on the building roofs and contraband hiding spots

throughout the common areas, halls and classrooms.

Areas that are difficult to view or have blind spots will be designated as restricted. Students will

not be permitted to enter restricted areas for any reason. During hours of darkness, outside lighting

which is both internal and external to the perimeter, will provide adequate lighting for visual

supervision and control. Areas included in the controlled perimeter security are:

Facility entrance

Secure sally port vehicle entrance

Directly inside the fence

Immediately outside the fence



Communication System. Using the available security and telephone

systems, ROP will implement telecommunication policies and

procedures that focus on communication between the facility and outside

agencies, as well as communication between staff members and students

within the facility. The telecommunication policies will also ensure the

staff and students are responsive, courteous and professional in their

communication. To prevent unauthorized phone communication from

within facility perimeter, cell phones are strictly prohibited except for

designated staff.

Through use of the telephone, intercom system, radios, and surveillance

equipment, ROP will provide a layering of communication techniques.

All direct care staff will carry a hand-held radio that allows for immediate

campus-wide communication, or one-to-one conversations.

Key Control. To maintain the security of the facility, the key control system will be reviewed and

ROP will ensure a system that accounts for the location and possession of each key to the facility.

Each staff member will be assigned a key set designated to their position and there will be a key

log in the Control Center that records each key set that is issued and the name of the person who

received it.

Each key will be stamped with an identifier that correlates to a list of doors that it unlocks and

secured on a tamper proof key ring. In addition, a master key list must be maintained and used for:

Documenting key inventory audits.

Documenting names of all staff that the keys are issued to and returned.

Documenting quarterly emergency key checks.

ROP will implement additional key control procedures including:

All employees will be admitted through main entrance for their shift. The employees will

then exchange their personal keys for a set of facility keys assigned to them for their

specific shift. Personal key rings will be limited to a number of keys and all key exchanges

are logged on the key roster by Control Center staff.

All staff working in the units will carry internal keys only. Outside access is controlled by

the Control Center.

Upon being relieved by other staff members, employees will return their shift keys to the

Control Center before leaving the building through the main entrance and sign the key log.

Should a staff member forget to return their shift keys to the Control Center prior to leaving,

they will be contacted by the Control Center staff and be requested to bring the keys back

to the facility immediately.

No staff member will be permitted to carry keys that provide facility egress.

Facility keys will not leave the secure perimeter of the facility; take home keys are

prohibited.



Staff will not be permitted to duplicate any facility keys. A duplicate set of fire and emergency

keys will be kept in a separate and secure location that is accessible to the fire department or other

emergency responders. Only the on-duty Control Center staff will have access to the key box. All

emergency egress keys shall be identifiable by sight and touch. Whenever any facility egress key

is lost, the incident will be reported immediately to the Shift Supervisor and Program Director and

an incident report will be submitted. Students will not be allowed to have possession of facility

keys.

Population Monitoring.

Master Log. In secure facilities, the Control Center will

maintain a formal permanent master log containing

records of all student movements, campus visitors,

head count documentation, student incidents, student

intakes, and student departures both temporary and

permanent.

Unit/Cottage Logs. Unit logs are used to document

information regarding the daily activities and/or

incidents occurring within the facility by unit and

assure the appropriate transfer of information. The unit

log will be reviewed daily by all direct care and supervisory staff. ROP has implemented a best

practice protocol requiring staff to initial the unit log upon review or entry creation. Each unit log

will be maintained by the facility for a minimum of three years and then be destroyed in accordance

with facility procedures. While conducting daily inspections, supervisory staff will routinely

review unit logs.

Population Counts. ROP conducts a formal physical population count at secure facilities a

minimum of ten times per day. This system assures accountability for students at the facility as

well as those on an approved pass, home visit, or on any type of approved temporary leave. Each

cottage/unit maintains an up-to-date roster identifying all assigned students and maintains a unit

log book denoting student’s physical location, including off-site appointments, or other types of

population movement.

All formal population counts will be conducted at designated times within a twenty-four-hour

period. Facility policy will identify the total number of counts to be conducted on day shift and

the total number of counts to be conducted on night shift. During formal count, students shall

remain stationary until the formal count has been cleared or until further instructions by the Shift

Supervisor. The staff member conducting the formal count shall:

physically verify the presence of the students being counted in their area;

position themselves to monitor student movement to detect any attempt to disrupt the

counting process;

never let students conduct the count; and

never accept an audible response from the students to record their presence.



When formal counts are conducted during sleeping hours, the staff member shall:

verify the presence of the student;

verify the student is breathing and not under apparent duress; and

use only the minimal amount of light necessary to make those determinations

In secure facilities, Control Center staff will contact each area in the facility. The staff member in

that area who has conducted the formal count shall report their count to the Control Center staff

who will document the reported count on the master count registry. Control Center staff shall

reconcile the count with the previous count, ensuring all movement in and out of the facility is

documented. Once the correct count is verified, the Control Center staff shall announce the count

is clear.

If the formal count is incorrect, all staff members shall be instructed by the Control Center staff or

the Shift Supervisor to recount the students. After an initial miscount, Control Center staff shall

obtain at least two correct counts before the formal count is clear. If an incorrect count is obtained

at least twice, the Shift Supervisor shall either send additional staff to designated areas to conduct

a recount of students or return all students to their housing unit for an emergency count. If the

facility is unable to account for all students, escape procedures shall be implemented per the

security manual.

Picture counts shall be conducted twice per year in secure facilities. The unit shall maintain a

picture book with up to date pictures of each student in a location determined by the Program

Director. During a picture count, all students shall stand by their room door or at the end of their

bed in living unit/cottage settings. Each colored picture shall be carefully compared with the

respective student. Both male and female students experience significant physical changes during

adolescence, so any discrepancies noted during the picture count shall be immediately reported to

the Shift Supervisor, who is responsible for ensuring an updated replacement picture is taken.

Daily Census Reporting. A Daily Census Report will be submitted via electronic mail to the DYS

Intake and Case Management Unit, DYS Quality Assurance Section and the DYS Clinical

Director. The daily census will reflect the student population as of 12:00 am that day.

Visual Monitoring. Student movements will

always will be directly supervised, supported

by staff and where applicable, monitored by

the Control Center staff via the

camera/monitor system. The facility will use

intercom and staff hand-held radios to

announce and facilitate scheduled movement.

Whenever a student or a group of students are

moving from one area to another, movement

shall be communicated to the Shift Supervisor

or to the Control Center staff, depending on a

secure or non-secure setting.

Documented roll calls will be conducted a minimum of four times per day and augmented by

constant informal head counts taken by the staff in charge of the program element. Roll calls also

will be taken at the start and finish of every movement and major program element such as AM



Program, dining hall, education, athletic element or career and technical training and PM

programming.

When students are in their living unit/cottage and during sleeping hours, staff will conduct room

checks in random intervals never exceeding 15 minutes between checks. These room checks may

be documented utilizing one or both of the following two methods. The first method is

documenting each check in the Unit Log book, and the second method of documenting room

checks is using an electronic system such as the Guard, which provides electronic reports of the

frequency and location of staff checks, reconciled against a specific schedule.

Post Orders. A post is a physical, assigned location or area that needs to be covered by staff for a

determined period of time to ensure safety and security within the facility. Post orders are part of

our larger security manual. Post orders provide staff with specific, detailed security-related duties

and responsibilities.

Written operational shift assignments will be prepared for each direct care job/post at the facility.

The post orders will be reviewed annually and updated as necessary. Each direct care staff person

will read, sign, and date the applicable post description each time that he or she is assigned to a

new post. Post orders will be available in the security manual located at the Control Center and on

the ROP intranet. All staff are expected to familiarize themselves with the contents of the various

post orders in order to be prepared for potential changes in assigned duty posts that may occur at

the facility. Post orders are for the exclusive use of facility staff and will not be given or shown to

students or unauthorized persons at any time.

Searches and Control of Contraband.

ROP believes consistently applied search practices are essential to the order and security of the

facility. They will be designed to prevent, control, and intercede in the introduction of weapons or

other contraband. All searches of people and property are documented to allow for further review.

Upon a student’s admission to the facility, return from an off-campus setting, or whenever there is

reason to believe that contraband may be present or introduced into the facility, the search of a

student and their possessions will occur. The purposes of searches are:

To prevent, detect, and suppress the introduction, manufacturing, and circulation of

contraband into the facility;

To detect the destruction or alteration of facility property in order to hide contraband;

To recover stolen or missing property;

To inspect physical plant for vulnerable areas and safety and security concerns.

Contraband is considered to be any item that can be used as a weapon; be used for the purposes of

escape or bodily harm; or is contrary to a secure rehabilitative setting. The following items will be

considered contraband: firearms, ammunition, knives and razor blades, items designed as weapons,

explosives and fireworks, drugs, drug paraphernalia (pipes, cigarette papers, syringes, hypodermic

needles, etc.), tobacco products, lighters and matches, unauthorized medicines, alcoholic

beverages, inhalants, cash, credit cards, or other monetary exchange items, electronic devices

(telephone, smart phone, camera or recording device, flash drives, etc.). A copy of the sample

contraband list will be posted; however, the list is not all inclusive. The Program Director is the

final authority on questionable items that may not be identified on the contraband list.



Housing and Area Searches. Two searches of sleeping rooms will occur daily, according to an

unannounced and irregular schedule. When searching a room, students should be present at the

time of the search whenever possible. If they are not, they will be advised of the search and of any

confiscated articles as soon as possible. The following additional procedures apply:

Search of the student room (or bed and belongings search in a living unit/cottage), must be

systematic and conducted in an orderly manner beginning at one point and working around

the back to the beginning point. A suggested starting point is the bed, which, once searched,

can be used as a workbench.

The search will be thorough and systematically conducted, from top to bottom, side-to-

side, and underneath and behind (i.e., holes in walls, tears in mattresses, and any tears in

rugs or tiles, all light and/or plumbing fixtures, ceilings, cabinets, windows, sinks, toilets,

bedding, pillows, tampering with windows or locks, and any personal items or books in the

room).

Student’s personal property will be respected and not misplaced, broken or discarded. A

student's room will never be left in disorder.

All personal clothing will be carefully searched for contraband.

Each sleeping room shall be thoroughly searched prior to occupancy by a new student.

General Area Searches. General area searches will be conducted and includes all areas of the

facility and will be performed as deemed necessary by and as approved by the Program Director.

Results of searches will be documented following the search and concerns will be forwarded to

the Program Director. The written report to the Program Director will include the scope of the

search, the results, and a list of all contraband that was found.

Search of Visitors. Visitors’ possessions will be searched in secure facilities, and the reason for

search, i.e., safety and security of students, staff, and other visitors, will be explained. Information

will be provided in the primary language of the visitor regarding his/her rights during the search.

The use of metal detectors and inspection of purses, packages, and bundles is an acceptable search

process. The following procedures apply:

Visitors discovered with contraband in their possession or found exchanging contraband

with students will be denied visitation privileges and will be provided information

regarding how to appeal to re-establish visitation.

If there is probable cause to believe that contraband is in the possession of a visitor,

admission to the facility will be denied.

If illegal contraband is found in possession of a visitor, local law enforcement will be

contacted, and facility staff will complete an Incident Report Form per the DYS Incident

Reporting Policy 7001.06.02.

Searches of Students. The search of a student requires a humane and dignified demeanor on the

part of the staff. Indiscriminate searches of students are prohibited. ROP staff will be trained in

proper search techniques in compliance with ACA standards and DYS regulations. When

searching a student, the student will be informed discretely about the search process and will not

be touched any more than is necessary to conduct a comprehensive search. Information must be



provided in the primary language of the student regarding his rights during the search. ROP staff

may conduct two types of searches:

1. Frisk/Pat Search. This search does not require a student to remove his clothing. The

clothing and the student’s body is searched by sight and touch.

2. Strip Searches. A search during which a student is required to remove his clothing and

where the clothing is carefully searched by sight and touch. The student is searched by

sight only. Strip searches are conducted in private and based on reasonable belief that the

student is carrying contraband that threatens the security of the facility. Strip searches for

reasonable suspicion require prior authorization from the Program Director. In secure

facilities, strip searches will occur upon admission to the facility, following family

visitation and upon a student’s placement on suicide precautions, level 3 or 4. In all cases,

the inspection is conducted by trained personnel of the same sex.

Drug Dog Searches. The Program Director will authorize a drug dog search at irregular intervals

or if there is a reasonable suspicion to believe contraband has been introduced to the facility. The

intent of the searches is two-fold: to deter those contemplating bringing drugs into the facility and

to find any drugs that may have been smuggled into the facility. The drug dog search may include

any area in the facility listed in general search areas and may include staff parking lot. After the

search is conducted, the Program Director shall provide a written report detailing the search.

Inspection of Mail. All mail and packages for students are subject to inspection. Student letters

and packages will be opened and inspected for security purposes. Inspection for contraband in

incoming and outgoing letters and packages will take no longer than 24 hours to complete. If no

contraband is found, the letters and packages will immediately be given to the student. If

contraband is found, the student will be advised, the letter or package and its contents will be given

to the Shift Supervisor and the action taken will be documented.

Letters will be routinely skimmed for contraband or

information that may threaten the security of the facility.

If there is suspicion that contraband may be hidden under

postage stamps or packaging, the stamps or packaging

may be removed or dismantled in an effort to locate the

contraband. The student will be fully informed when his

incoming or outgoing mail is withheld in part or in full.

The reason for the action taken will be documented in the

student’s permanent file.

Disposition of Contraband

Whenever any contraband is found in a student’s possession, it shall be immediately confiscated.

If the contraband can be used as evidence in criminal proceedings, the local authorities will be

contacted immediately, otherwise the items will be placed in a secure storage area and preserved.

When the contraband that is confiscated is considered an illegal substance, or if the confiscated

item is a weapon, the local authorities will be contacted immediately. A written record will be

made of the seizure of the contraband in accordance with facility procedures. The record will

include all parties involved, the contraband that was confiscated, and the location where the

contraband was placed for storage.

I ----



Security Manual and Emergency Plans

ROP has experience developing security manuals for secure correctional facilities. This manual

will contain all of the facility’s security policies, including emergency plans and detailed

instructions for implementing the procedures. All ROP staff will be trained on all security policies

and evacuation plans. Facility security manuals are prohibited from being removed from the

facility and only designated staff members shall have access. Access is limited due to the critical

information contained and the security vulnerability it would pose to our students and staff if the

general public received or dispersed the information. The security manual will be reviewed

annually and updated as necessary. It will be available to DYS for review and approval prior to

the opening of the facility and on an annual basis thereafter.

ROP’s Program Director is responsible for developing emergency plans and procedures, ensuring

that all evacuation plans are posted and training staff and students on all emergency plans occurs

annually. All students receive instruction regarding emergency evacuation at the time of admission

and in the student handbook.

Facility Emergencies. Facility emergencies may involve any unforeseen or sudden occurrence

demanding immediate remedy or action in order to ensure safety and security. To effectively

manage emergency situations, ROP will utilize an on-call Immediate Action Team (IAT) which

will include key staff such as the Program Director, Director of Group Living and Shift Supervisor.

Each staff member’s home and cellular phone numbers will be posted in the Control Center.

In a secure facility, the Control Center will be responsible for contacting all members of the IAT,

in non-secure facilities the Shift Supervisor will have this responsibility. In the event of

notification or the awareness of an actual emergency or impending disaster affecting the facility,

the IAT will report immediately to the facility. All scheduled staff will remain at their assigned

workstations and provide assistance as necessary. In some situations, off duty staff or Maintenance

Supervisor may be called in to assist. In any emergency situation, the Program Director, in

coordination with the Control Center, will be responsible for coordinating internal and external

communications.

Outlines of Emergency Policies and Procedures. Each emergency will present unique and

specific demands, requiring the IAT to identify, evaluate and determine a course of action. The

following emergency plans and implementing procedures provide guidelines for action during

each emergency incident. ROP will provide these, and others, for review by DYS prior to opening.

The plans identify basic responsibilities and actions to be taken to protect life, care for students

and protect the property of the facility during man-made and/or natural disasters. The Program

Director will ensure that alternative drill exercises will be conducted to ensure staff and students

are familiar with emergency procedures. In all emergency situations, an incident report will be

completed in accordance with DYS Reporting Policy 7001.06.02 by staff involved in the

incident/situation, and forwarded to the DYS Intake and Case Management Unit On-Call Staff or

Administrator and Internal Affairs Unit.

Fire. Various safeguards and drills will be conducted at each of the facilities to minimize the risk

of a fire emergency. Regularly scheduled inspections by our staff, local fire departments and fire

suppression contractors will identify potential issues before they become a problem. Monthly fire

drills, regular facility searches for fire-starting contraband and in-date fire extinguishers will

provide the basis for a fire-free facility. Annual fire safety training will also be provided for all

staff and students. The emergency plan will also include collection of items and equipment



required for assuring safety of students and staff until the situation returns to normal and the

emergency has ended. It will include transportation requirements if off-campus evacuation is

needed and specify routes of evacuation and walking routes if mobile transportation is unavailable.

Escape. The IAT will be dispatched and DYS Officials will be notified in the event of an escape.

The IAT will work collaboratively with local law enforcement in locating and returning the student

to the facility. Once the investigation is complete, ROP will conduct a Root Cause Analysis and

collaborate with DYS officials on a plan of correction. The final plan of correction will include

staff training to ensure all staff understand how to avoid a reccurrence of the incident.

Lockdown. A living unit/cottage, building or facility-wide lockdown must be approved by the

Program Director or designee prior to implementation. Lockdowns will be implemented only when

the safety and security of the entire living unit/cottage, building or facility are in immediate

jeopardy. Lockdowns will not be used as a means of group punishment.

Group Disturbance/Riot. One of the priorities in managing a group disturbance or riot is assuring

the safety of the non-participating students. ROP considers the safety of students and staff, and the

preservation of the property to be a primary concern.

Natural Disasters or Unusual Emergencies. Natural and other types of disasters may include,

but not limited to, severe storms, tornadoes, floods, earthquakes and hazardous material accidents.

The security manual will include specific emergency preparedness plans for response to natural

disasters or other unusual emergencies.

Terrorism/Bomb Threat. To prevent the potential planting of a bomb, visitors will not be allowed

to enter any buildings with unidentified articles, such as shopping bags, suitcases, or other such

items. While at the facility, visitors’ articles will be stored in a designated visitor storage area,

which will be away from students and staff.

Physical Inspections

ROP will provide frequent and scheduled physical inspections to ensure the entire plant and facility

is secure. The time, name of inspector and results/findings of the inspection will be documented.

All inspections are logged within 24 hours of their completion. Results of inspections, action plans

to correct security deficiencies and unresolved problems still pending correction will be submitted

on a monthly basis via electronic mail to the Maintenance Supervisor. When applicable, the DYS

Construction Manager will be notified utilizing the facility’s Physical Plant Report. Results of

monthly inspections of each living area will be available to the DYS Construction Manager upon

request.

Any required maintenance or actions to correct life threatening or safety and security deficiencies

will be requested immediately from the Maintenance Department. All other deficiencies will be

reported in writing using the established work order system. The items listed in the chart that

follows are the most critical and receive inspection and necessary repairs per the schedule

provided:



Inspection Frequency Responsible

Locks on gates checked, secured 2x Daily Shift Supervisors/Maintenance

Exterior security fence line checked for tampering,

damage, or possible erosion due to weather

2x Daily Shift Supervisors/Maintenance

Facility cleanliness checked Daily Shift Supervisors

Exterior doors secured Daily Shift Supervisors/Maintenance

All door locks checked for possible tampering and

damage, esp. those on exterior doors where locks can be

damaged due to wear and weather

Daily Shift Supervisors/Maintenance

All plumbing checked for potential drips, leaks, toilets

running excessively, etc.

Daily Maintenance

All lighting, exterior and interior, checked and replaced Daily Maintenance

All vents checked for dust and debris, clean as needed Daily Maintenance

Mechanical restraint equipment inventoried and inspected Daily Shift Supervisors/Control Center Staff

Laundry equipment inspected. Ensure no leaks from

washer, remove dust and lint from around dryer

Daily Maintenance

Living areas inspected for health and safety issues Daily Maintenance

Fire extinguishers inspected Monthly Maintenance/Fire Marshall

Battery operated lights and smoke detectors, portable fire

extinguishers, sprinklers and fire suppression systems

Monthly Maintenance

Vermin and pest inspections Quarterly Maintenance

Fire and emergency keys checked Quarterly Shift Supervisors/Maintenance

Control of Tools and Equipment. ROP has a comprehensive internal accountability system for

tools, equipment, and utensils that will be used within the facility. All tools, equipment or utensils

used within the facility, including items such as kitchen knives, hammers, scissors, screw drivers,

barber shears, all equipment used in a vocational program, or other devices that could be used as

a weapon, cause death or serious injury, will be controlled

at all times. Such items will be inventoried, distributed in

a controlled manner, returned to an established storage

location in a timely manner, and re-secured after each use

for safety and security purposes.

Whenever tools, equipment, or utensils are assigned to or

available to students, there will be a strict inventory/log

procedure which controls their use. All tools will be signed

in and out by the staff who is supervising the activity.

Whenever an assortment of tools is available to a group of

students, such as in a vocational training classroom setting,

methods such as shadow boards with appropriate

monitoring procedures or physical count inventories at

designated times will be used. Students using all tools and

culinary equipment will remain under the close

supervision of a trained staff member or tools such as

knives will be secured in place by a locked cable system.

Essential Staff

Equipment at Hardware

Secure Facilities

Flashlight

Keys

Radio

Proper footwear/uniforms

Handcuffs/handcuff key

Rescue cutting tool

Automatic External

Defibrillator (AED)

First Aid Kit



In addition, an inventory of tools, equipment or utensils will be confirmed daily. All first aid kits

will be kept in a locked area that is off limits to students.

Behavioral Controls. In addition to the operational controls discussed above, ROP has developed

an effective behavioral control program as discussed in section E.3.C. below.

Different Populations

The proposed population of students to be placed at the Arkansas residential treatment facilities

represent a diverse and wide span of profiles, risks and needs. Specifically, the populations referred

by DYS into these programs (including AJATC) include:

male and female students

students 10-20 years of age with varying educational requirements (elementary, middle

school, high school and post-secondary education/career development)

misdemeanor and felony level commitments

students with low to high risk needs

youth sex-offenders

students with Extended Juvenile Jurisdiction (EJJ)

Ensuring all student population variables are considered, while also committing to following

evidence-based outcomes, placing the right student in the right facility receiving the right

treatment is essential to reducing recidivism and ensuring students are receiving the most effective

services.

In accordance with the DYS Transformation Plan, which targets a reduction in length of stay and

placement of students in the least restrictive setting, ROP is open to collaboration with DYS on a

state-wide classification system. A classification system could identify the specialized or general

populations served at each facility, while also identifying staff to student ratios and the specific

treatment elements provided.

As each student participates in multiple assessments as part of the intake process at the DYS

Assessment Unit, these assessments, as well as the student’s gender, individual risk, offense

history, placement history, and vulnerability could be shared with key personnel responsible for

placement. Through a weekly placement committee meeting, agencies could work collaboratively

to determine facility assignment. Additionally, all facility transfer requests could be forwarded to

the placement committee for review and approval. The results of a classification system would

positively impact student and staff safety, reduction in incidents, placement in the least restrictive

setting, and reduced length of stay.



Differentiated Protocols.

Rite of Passage recognizes the necessity of varying levels of security protocols in response to

facility architecture and population risk. The chart below outlines specialized measures that may

be taken.

Security Measure Community

Based Services

Staff Secure

Residential

Facility

Hardware Secure

Residential

Facility

Staff recruitment of qualified staff, quality

training and constant supervision of staff Yes Yes Yes

Regular background checks of staff Yes Yes Yes

Upon hire, based on suspicion, and random

staff drug testing Yes Yes Yes

Meaningful CQI and regular Quality

Assurance Processes Yes Yes Yes

Positive staff interactions, vigilance and

strong staff/student culture Yes Yes Yes

Staff trained in crisis management Yes Yes Yes

Safety Assessment completed upon

admission for risk to self/others and

classification purposes

Yes Yes Yes

Security manuals, policies and emergency

plans in place and procedures practiced and

documented

No Yes Yes

Staff-to-student ratio increases based on the

risk assessment of the type of youth being

served

No Yes Yes

Room and facility searches conducted based

on reasonable suspicion and on an

unannounced basis

No Yes Yes

Sharps (kitchen knives, razors, scissors, etc.)

are inventoried and logged on a regular basis. No Yes Yes

Use of staff two-way radios for efficient

communication as needed No Yes Yes

Routine and unannounced rounds conducted

in all areas where youth are present No Yes Yes

24 hour per day/7 day per week staff plan No Yes Yes

Provide as many services on site as possible

(medical, dental, mental health etc.) No No Yes

Youth role call conducted at the beginning

and end of each program element and/or

schedule change (i.e. – meals, school,

recreation, etc.)

No Yes Yes



Security Measure Community Based

Services

Staff Secure

Residential

Facility

Hardware Secure

Residential

Facility

Student clothing type depends on the

assessed risk of the youth No No Yes

Video surveillance utilized for incident

review and verification of staffing

patterns/ratio’s, and to verify staff/youth

access through locked doors

No No Yes

Visitors wanded for contraband, pass through

metal detector for weapons detection, and

prohibited from bringing personal items into

facility

No No Yes

PREA standards enforced No Yes Yes

Youth searched at the beginning or end of

each program element or activity change No No Yes

Security Guard Tour Verification System No Only at night Yes

Safety/security equipment such as; protection

mask (spit), handcuffs, and suicide smock No No Yes

Limited seclusion used for emergency crisis

intervention/separation No No Yes

Individual bedroom/cell locks No No Yes

No-climb exterior fence with a locked

entrance & exit No No Yes

Facility Perimeter checks conducted and

documented three times per day No No Yes



In addition to the population-specific differentiated security modifications outlined previously,

Rite of Passage anticipates the need for structural modification and enhancement at the four

Arkansas residential treatment facilities. Based on first-hand observations during the facility walk-

throughs, we offer the following differentiated solutions to identified areas of security concern.

Mansfield Youth Treatment Center: Observations and Solutions

Entry and Control Center. Currently, all staff and visitors enter the secure facility by driving

personal vehicles through the main vehicle gate and inside the secure perimeter. There are no

search procedures in place for vehicles, nor is there a camera located at the front gate to verify and

authorize entry. Additionally, there is not a single identified point of entry for pedestrian traffic,

nor are there search procedures for staff or visitors. ROP recommends identification of an area

near the front entry that would serve as the campus hub for equipment distribution (i.e. keys &

radios) as well as live camera surveillance. The Control Center also would control the front gate

and monitor/ authorize pedestrian and vehicle access on campus.

In addition, ROP has the experience and knowledge to implement secure policies and procedures.

Staff and visitor parking would be established outside the secure perimeter and a pedestrian gate

added for entry. This gate would be controlled by the Control Center and require the addition of a

camera and/or intercom system at both the pedestrian and vehicle gates.

The graphic above highlights the areas of the Mansfield facility where ROP proposes

modifications and enhancements for increased safety and security.

Admin/Lobby/

Control Center

Perimeter

Enhancements

Proposed Staff &

Visitor Parking 2.

3.

4.

5.

6.

1.

Proposed

Pedestrian Gate

Proposed Pedestrian/

Walking Path

Suicide Prevention

Measures in Student

Cottages



All staff and visitors would enter through the long building lobby, which could serve as the

identified central point of entry. Mansfield Treatment Facility also could benefit from a walk-thru

metal detector and search procedures for all staff and visitors in order to minimize the conveyance

of contraband. ROP recommends the addition of a camera to the lobby as well as staff lockers to

secure personal belongings. Once cleared through this central point of entry, staff then would be

funneled to the Control Center where they would receive their assigned equipment and clock in

for their shift.

Perimeter. The current perimeter at Mansfield is not designed to stop escapes. The fence is

approximately 12-15 feet tall and does not contain any razor wire or anti-climb as additional

prevention measures. The fence is not buried six to twelve inches and in some areas, gaps were

observed between the bottom of the fence and the ground, making the facility and nearby

community vulnerable. Two areas along the perimeter fence were damaged from falling trees,

again compromising the security of the fence. There was a total of approximately five pedestrian

entry points around the perimeter, all secured with a chain and pad lock. There is no current

electronic fence detection along the perimeter nor is the perimeter separated by identified zones.

ROP recommends implementation of daily perimeter inspections to ensure any and all security

vulnerabilities are identified and immediately addressed. Where there are current security

vulnerabilities such as washouts or vermin holes, additional steel can be added to the bottom of

the fence line to extend the fence down into the ground. In areas where there are identified holes

or broken poles in the fence itself, those repairs would be identified as urgent and corrected

immediately. ROP also would separate the fence into zones assigned to direct staff in the event

the fence is breached and also to direct maintenance staff in the event damage is identified during

the daily inspection. If fence damage is identified in a certain zone during daily inspections, ROP

would limit student activities around or near that area until it is addressed. In addition, ROP would

designate restricted areas of the yard to include signage to deter students from approaching the

perimeter fence. Finally, ROP would add cameras to the exterior of buildings inside the secure

perimeter to better monitor student movement.

Key Control. As previously stated, Mansfield does not have a Control Center where equipment

such as keys are distributed. Facility keys currently are retrieved through an honor system where

staff check their own keys in and out and no true inventory of facility keys exist. ROP recommends

setup up of a key control system (described earlier in the section) by first eliminating all take home

keys. Key rings would be identified as restricted or non-restricted and designed based on facility

role. Non-restricted key rings would be designed for Direct Care staff, Case Management staff,

Clincial staff, and Education staff and would be distributed by the Control Center staff, who would

be responsible for keeping a daily inventory of all facility keys. All personal keys will be secured

in the Control Center.

Restricted keys for administrative staff would be placed in a locked key box near the Control

Center. The key box would identify a space for each administrator who could only access their

designated key ring. During business hours, each administrative staff would keep their personal

key ring in their designated key box. Facility locks and key rings would be set up according to

common areas, reducing the number of keys carried and increasing the efficiency of staff response

during a critical incident.

Suicide Prevention. Suicide vulnerabilities were identified in all living units/cottages. Noted

vulnerabilities that could provide a student anchor points to hang included hydraulic door closures



that were located on the inside of student room doors, student room doors that included standard

door knobs, and showers containing standard residential shower heads. ROP would immediatly

address these areas by placing the hydraulic door closures on the outside of the student doors,

replace door knobs with anti-ligature door handles, and replace the residential shower heads with

detention grade ligature resistant safety shower heads.

Lewisville Youth Treatment Center: Observations and Solutions

Entry and Key Control. The Lewisville Youth Treatment Center is a staff secure facility without

a perimeter fence or established check-in point. Without controlled entry, the campus is not secure

from external threats and there is free egress for students and staff. To mitigate this, ROP would

add signage directing all staff and visitors to report to a designated building to document their

purpose on campus while also recording arrival and departure times. ROP would establish a key

control system that secures all entry and exit points to buildings and would ensure all staff are

trained on proper key control. ROP would also ensure staff are distributed radios for enhanced

communication between various areas across campus.

Interactive Supervision. Effective and consistent programming results in good security, especially

on a staff secure campus. ROP will create a culture of sustainable change that fosters emotional

and physical safety. The program staff will focus on being in the mix where interactive supervision

of students results in the formulation of positive relationships and a reduction in idleness. ROP

would establish areas on campus for staff and students to be positively engaged in pro-social

activities together which will minimize incidents of disruptive and aggressive behavior.

The graphic above highlights the areas of the Lewisville facility where ROP proposes

modifications and enhancements for increased safety and security.

2.

3.

4.

5.

1. Established Check-In,

Signage & Key Control

Established

Recreation Area

Suicide Prevention

Measures in Dorms

Suicide Prevention

Measures in

Education Building

Tool Control in

Vocation Buildings



Suicide Prevention. ROP would address suicide vulnerabilities which would include eliminating

anchor points for a student to hang himself and by strategically placing a Knife for Life in a secure

area on each living unit/cottage and in the education building.

Tool Control. The vocational area, woodshop and greenhouse offer excellent opportunities for

student skill development. However, there was a lack of control and inventory of tools that if

missing could pose a safety threat to staff and students on campus and to the local community.

ROP would establish a tool control system that is easily monitored, reducing the risk of lost or

misplaced tools.

Dermott Youth Correctional Facility: Observations and Solutions

Staffing. Rite of Passage understands that the Dermott facility has faced challenges in maintaining

appropriate staffing levels. To ensure adequate supervision, ROP offers regional staff-sharing,

including ROP-provided shuttles to transport regionally-based staff to the Dermott facility to

provide shift coverage or enhanced leadership.

Perimeter Security. The current perimeter at Dermott is designed to minimize the potential for

escapes. The security fence is appropriate in height, sufficient in depth, has both anti-climb and

concertina wire installed. There were no tears or holes in the fence and it was appropriately

maintained.

The graphic above highlights the areas of the Dermott facility where ROP

proposes modifications and enhancements for increased safety and security.

2.

3.

4.

5.

1. Added Security

Measures & Key Control

Tool Control in

Vocation Building

Suicide Prevention

Measures in Living

Units/Cottages

Suicide Prevention

Measures in

Education Building

Daily Perimeter

Inspections



ROP would establish daily perimeter inspections to ensure any and all security vulnerabilities were

identified and immediately addressed. If there are identified vulnerabilities during the daily

inspection, those repairs would be corrected immediately. ROP would separate the fence into

zones assigned to direct staff for monitoring in the event the fence is breached. If fence damage

is identified in a certain zone during daily inspections, ROP would limit student activities around

or near that area until it is addressed. ROP also would implement restricted areas of the yard to

include signage to deter students from approaching the perimeter fence. Finally, ROP would add

cameras to the exterior of buildings and inside the secure perimeter to better monitor student

movement.

Control. Dermott has a Control Center where radios are distributed, and personal keys are

collected; however, staff are distributed facility keys at a separate location from the Control

Center. ROP would set up the Control Center to be the central area where all equipment for staff

is collected and distributed. Key rings would be identified as restricted or non-restricted and

designed based on facility role. Non-restricted key rings would be designed for Direct Care staff,

Therapists, Education Staff, etc. and would be distributed by the Control Center staff, who would

be responsible for keeping a daily inventory of all facility keys. Restricted keys would be in a

separate lock box for identified administrative staff who need additional security to protect key

access.

Dermott also has central point of entry for all staff and visitors. ROP would add a walk-thru metal

detector and develop search procedures for all staff and visitors, to include limiting and searching

personal belongings to minimize the conveyance of contraband inside the facility. Once cleared

through this central point of entry, staff would be funneled to the Control Center where they would

receive their assigned equipment and clock in for their shift.

Suicide Prevention. ROP would address suicide vulnerabilities to include elimination of anchor

points for students to hang themselves. Residential shower heads would be replaced with detention

grade ligature resistant safety shower heads. Additionally, the Knife for Life will be placed in a

secure area on each living unit/cottage and in the education building.

Interactive Supervision and Enhanced Programming. As identified with Lewisville, effective

and consistent programming results in good security. ROP will create a culture of sustainable

change that will foster emotional and physical safety. ROP acknowledges the students at this

facility are older students, many of which are high school graduates, requiring sound programming

and skill development and practice as part of the daily schedule. The program staff will focus on

being in the mix where interactive supervision of students results in the formulation of positive

relationships and a reduction in idleness. This reduction of idleness will contribute to a reduction

of incidents and minimize opportunities for students to deface property.

Tool Control. The vocational area woodshop has established programs for students. However,

there was a lack of control and inventory of tools that if missing would pose a safety threat to staff

and students on campus and to the local community. ROP would establish a tool control system

to easily monitor implements thereby reducing the risk of lost, missing, or misplaced tools.



Harrisburg Juvenile Treatment Center: Observations and Solutions

Access. Harrisburg is identified as a Youth Community Residential Facility. The facility has no

perimeter fence but is staff secure and has an established check in point for staff and visitors. The

buildings are currently secure and only administrative staff have key access, but a plan is in place

to provide direct care staff with key access to all buildings and the dormitories. ROP would add

an electronic key box and ensure all staff are trained on proper key control.

Communication. ROP also would ensure staff are distributed radios for enhanced communication

between various areas across campus. ROP would add exterior cameras in the courtyard and at the

entrance and exits of each building.

Culture of Safety. Effective and consistent programming results in good security. ROP will create

a culture of sustainable change that will foster emotional and physical safety. The program staff

will focus on being in the mix where interactive supervision of students results in the formulation

of positive relationships and a reduction in idleness. ROP would establish areas on campus for

staff and students to be positively engaged in pro-social activities together which will minimize

escapes or escape attempts.

Suicide Prevention. ROP would place a Knife for Life in a secure area in the housing unit and in

the education building to enhance response time in the event of a suicide attempt.

Tool Safety. ROP would enhance tool control in the maintenance and dietary areas. Ensuring

control and inventory of tools would minimize a threat to the safety of students, staff, and the local

community. ROP would establish a tool control system that was easily monitored, reducing the

risk of lost, missing, or misplaced tools.

The graphic above highlights the areas of the Harrisburg facility where ROP

proposes modifications and enhancements for increased safety and security.

2.

3.

4.

5.

1. Key Control

Tool Control in Kitchen

Suicide Prevention

Measures in Housing Units

Suicide Prevention

Measures in

Education Building

Tool Control in Vocation

Building



B. Describe any circumstances which, based on past history and practice, may prompt a request for DYS to remove or exclude a youth client from your facility or program.

ROP operates its facilities following proven strategies including providing the right student with

the right services, at the right time, using evidence based-practices, in safe environments, and

embracing restorative community justice principles. Based on these strategies each of the four

Arkansas residential treatment facilities offers the opportunity to provide a defined program that

offers a specific classification of youth with targeted services that meet their particular risk level

and needs. This, we believe, is central to minimizing exclusions or removals – the student must be

appropriate for the design, services and level of security of the program. In our experience,

inappropriate placements are one of the biggest factors in the removal or exclusion of a youth from

a particular facility.

Our organization has developed an ethic of never giving up on a child. Therefore, if a young man

or woman presents aggressive or violent behavior, our first response is to provide additional

services and interventions to support their needs. These services may include a graduated system

of interventions and practices, such as living unit reassignment, additional supervision, and clinical

interventions that occur in collaboration with our DYS partners. Only in rare circumstances would

our agency request removal or exclusion of a student from a facility or program. These situations

include extreme or imminent safety concerns (to self or others) or if acute mental health concerns

require it.

Our goal is to successfully treat all students appropriately placed into our programs resulting in no

rejections or removals. Despite having no proactive means to review placements’ suitability for

AJATC’s services, in 2018, ROP staff never requested the exclusion of any youth entering the

AJATC facility. During the same year, we requested the removal of only 1.9% of youth after

collaborative discussion with DYS and based on the safety factors identified above.

C. Describe your organization’s past practice and methods with respect to behavior modification, discipline, incentives and sanctions, and similar interventions with youth clients.

Rite of Passage supports the core belief that all youth in

DYS custody should be provided effective education

and vocational training opportunities. Within our

Integrated Care Model™, ROP’s Behavior Management

System (BMS) aligns with the DYS’s vision of treating,

educating and equipping youth in the youth justice system

with the tools they need to find success as productive and

responsible members of their community. Our BMS

empowers students to meet behavioral expectations and

demonstrate the mastery of key skills through positive

engagement with staff and by using meaningful and

individualized rewards and sanctions, our system also is

trauma-responsive, gender-specific, strengths-based and

developmentally appropriate.



ROP’s BMS is designed to:

Establish a safe, fair and healthy environment.

Promote safety, respect for self and others, fairness, protection of rights and empowerment

within the normalized Positive Organization Culture.

Provide skill-based, constructive discipline and positive incentives to encourage youth to

practice new behaviors.

Empower staff to engage youth in pro-social interactions, positive role-modeling, and

mentoring of youth that in turn, increases program fidelity, compliance, job satisfaction

and morale while decreasing absenteeism and turnover.

Teach and reinforce conflict resolution utilizing the ROP Problem Resolution Process™.

Provide ample opportunities for positive youth and family interactions through family

therapy, special family events as well as the MDT process in which youth and families

work together to achieve the goals prescribed in the Individualized Treatment Plan.

Enable youth to develop connections within the community utilizing the principles of

Positive Youth Development. Staff will assist youth in cultivating pro-social community

supports and a sense of belonging that decreases the likelihood of youth to recidivate.

Follow five key strategies of providing the right services at the right time, delivered by

quality staff, using proven practices, in safe environments, and embracing restorative

community justice principles.

Trauma-Informed Approach

Research has revealed that roughly four out of every five youth in custody have experienced

trauma (Abram et. Al., 2004; Dierkhising et al., 2013; Ford, Hartman, Hawke & Chapman, 2008;

Kerig, Bennett, Thompson & Becker, 2012). Based on this, we anticipate that youth in the

Arkansas facilities will have developed extreme coping strategies including substance abuse, self-

harming behaviors and dissociation to manage the impacts of overwhelming traumatic stress.

Additionally, many of the students we have worked with over the years have demonstrated deficits

in their psychosocial development and a lack of maturity typically associated with their

chronological age due to childhood traumatic stress.

Our approach to providing trauma-informed services begins with an understanding of and

sensitivity to trauma-related issues. Trauma-responsive services increase skills and strategies

allowing youth to manage their symptoms and reactions, reduce or eliminate debilitating

symptoms and prevent further trauma and violence. Coping strategies are taught using the

evidence-based curriculum, Seeking Safety and our trauma-specific approaches will include:

establishing safety, teaching grounding techniques to help the students manage flashbacks and

dissociative episodes, psychiatric interventions, development of desensitization techniques to help

neutralize painful memories, and cognitive and behavioral therapies to help the youth manage

thoughts, emotions and behaviors. Each of these approaches will be understood and supported by

all levels of program personnel.



Behavior Management Tools

ROP’s behavior modification and discipline system recognizes that compliance-focused systems

only temporarily encourage suppression of behaviors; they do not intrinsically motivate behavior

change and do not teach skills to sustain behavior change. ROP further understands that youth

involved in systems of care need multiple opportunities to be empowered to make decisions related

to their own personal safety and well-being. Often when youth are presented with a choice versus

a command they will begin to de-escalate and show a level of cooperation that is necessary to

defuse the situation. The primary focus is not on short-term program compliance but rather life-

long change that reduces or eliminates the likelihood that youth will penetrate deeper into the youth

or criminal justice system.

We also believe that programs cannot make the youth change; the youth must choose to make

changes. This belief aligns with our behavior management model because the emphasis is not on

controlling the youth or trying to force them to change, but on helping them to make different

choices. Finally, we believe that each youth has the potential to make positive changes—that every

youth should leave our program in a better place than when he/she was admitted. This belief is

supported by research demonstrating that treatment programs that utilize evidence-based practices

do, in fact, lead to changes in youth behavior as evidenced by lower recidivism rates.

The specific tools that ROP will utilize include:

Immediate Feedback and 5:1 Positive Reinforcement

Ratio. Behavior management is designed to provide

youth with maximum positive feedback for pro-social

behaviors and newly learned skills and minimize

emotional responses to inappropriate behaviors. ROP

staff will provide continuous daily feedback

appropriate to the behavior. They will provide

interactive supervision and positive role modeling

through active involvement with youth, including both

positive reinforcement and effective disapproval. In

addition, youth will receive five positive

reinforcements to every one redirecting comment.

Daily Progress Notes (DPN). On a daily basis, youth behavioral information is recorded by the

Direct Care and Education Coaches and summarized on the DPN. The DPN is completed by direct

care staff and provides evidence that the student is practicing the pro-social skills learned in the

cognitive behavioral groups. This will ensure an effective feedback process and an integrated

treatment program. It also provides Therapists and Case Managers with concise, up to the minute

information that will be shared at the treatment meetings.

Force Field Analysis (FFA). ROP’s behavior management program is individualized to address

the needs of each youth. One tool supporting this approach and designed to maximize daily

feedback to the youth regarding successful behavioral change, is the FFA process. The FFA

process is a cumulation of the DPNs (i.e. the FFAs must be justified in the progress notes) which

measure a youth’s behavior on a daily basis, as it relates to how he/she is fulfilling Individual

Treatment Plan objectives and demonstrating pro-social skills. The three-level FFA system

includes a Green, Yellow or Red rating:



1. Green - indicates consistently demonstrating pro-social skills in all aspects of the program

and is meeting objectives on the Individual Treatment Plan.

2. Yellow - indicates a rating where the youth is demonstrating pro-social skills in some

aspects of the program and meeting some objectives on the Individual Treatment Plan.

3. Red - indicates a youth is not consistently demonstrating pro-social skills, and not meeting

objectives on the Individual Treatment Plan.

To motivate a student who may not have consistently demonstrated pro-social skills during the

course of the week, he or she is not automatically disqualified from receiving a positive weekly

rating. At the direction of the Therapist, additional treatment-related activities such as one-on-one

counseling or journaling may enable a youth to receive a higher rating. If a student does not agree

with the FFA received, he/she will be given the opportunity to implement ROP’s Grievance Policy.

Privilege System

Our behavior management model uses a step-by-step approach, teaching students the positive

social skills they need to be contributing community citizens. Youth are required to demonstrate

the concepts they learn through their behaviors and attitudes, and specific learning objectives will

determine the pace at which each youth progresses.

To reinforce our milieu’s behavioral expectations, we have developed a four-tier status system.

Status progression is achievement-oriented and based on the youth’s ability to demonstrate new

skills, behaviors and attitudes, complete written or oral assignments and document achievements.

ROP’s status levels are as follows:

Females: Novice, Intern, Contributor, and Leader/Mentor.

Males: Rookie, Intern, Ram, Block R.

Novice/Rookie Status. As a Novice/Rookie, students have become familiar with the expectations

of Rite of Passage and are able to clearly demonstrate the following:

Follow rules and program expectations consistently

Learn and complete chores as directed by staff

Identify reasons for placement

Learn to verbalize level system

Exhibit basic level of respect to staff, peers, and others

Exhibit basic ability to verbalize the problems he/she needs to address

Complete Resource Guide 3, 4, and 5

Complete Intern sign off sheet

3 out of 4 positive force field weeks in order to advance Intern status

When these tasks are completed the youth is awarded Intern status

---



Intern Status. At this phase of the program, the youth not only has accepted a need to change self-

destructive behavior but also is beginning to take an active part in the change process. The youth

starts to exhibit basic levels of insight into his/her behavior and begins to develop an understanding

of his/her own patterns of distorted thinking. The youth is starting to exhibit accountability for

personal behavior but continues to struggle with issues of the core self and those related to family.

It is towards the end of this phase that the youth may appear to be isolating as a means of separating

him/herself from negative influences. Advancement from Intern to Contributor status requires the

following criteria:

1. The youth must demonstrate appropriate behavior in school, as evidenced by written

feedback from Education staff

2. The youth must demonstrate appropriate behavior in groups, as evidenced by completed

“Evaluation of Group Participation” forms by all group facilitators

In addition, the following are the expectations of Intern status:

Demonstrate ability to anticipate future consequences of behavior

Exhibit accountability for own behavior and consequences associated with those choices

Begin to formulate long-term goals

Demonstrate basic problem solving and conflict management skills

Exhibit a consistent level of self-management of own behavior

Acknowledge impact of previous and current behavior on others

Respond to feedback from others

Begin to confront peers appropriately with concern

Communicate with staff concerning dysfunctional behavior by peers, milieu groups and

program

Model positive behaviors

5 out of 6 above standard force fields to earn Ram/Contributor Status

Completion of Ram/Contributor Sign off Sheets

RAM / Contributor Status. At this phase of the program, the youth has started to apply program

skills and knowledge to the emotional behavior and family problems that caused or contributed to

his/her placement. He/she is a consistent role model on campus and confronts negative behavior

through appropriate means. The youth is developing a sense of empathy for his/her victims and

has a strong sense of how his/her behavior effects those around him/her. The youth is able to

identify and utilize a limited number of safety tools or alternative behaviors to counter his/her

patterns of distorted thinking.

He/she is able to develop and practice his/her interpersonal skills with both staff and peers and has

a basic understanding of the power structures that exist in relationships. The youth is also

beginning to actively plan for his/her return to the community and identify needs and potential

difficulties. Advancement from Contributor status to Leader/Mentor requires the following:



The youth must complete the Contributor status treatment packet and have the assignments

approved by his/her Case Manager.

The youth must demonstrate appropriate behavior in school, as evidenced by earning

written feedback from Education staff.

The youth must demonstrate appropriate behavior in groups, as evidenced by completed

Evaluation of Group Participation forms.

The youth must complete a written review of his/her progress on his/her I-VALIDATE/I-

ACHIEVE portfolio/plan and update her treatment goals and objectives. This assignment

must be approved by the Case Manager.

5 out of 6 above standard force fields and completion of status sign off sheets.

In addition, the level expectations for RAM/Contributor status include:

Develop long-term treatment plans and identify steps necessary to achieve goals

Consistently maintain pattern of self-directed behavior

Assume a supportive role with staff not only for program tasks, but for program operation

Verbalize and demonstrate proficiency in effective problem solving and conflict

management

Take initiative on personal problems

Consistently critique and monitor own behavior

Exhibit consistent role model behavior

Require minimal feedback from staff

Consistently support the program and staff

Leader Mentor / Block R Status. At this phase of the program, the youth is able to reinforce his/her

own growth and progress through role modeling and teaching others. He/she takes initiative and

ownership for applying new skills and behaviors to his/her home, community and family visits.

The youth is actively planning and preparing for a return to the community. The youth is able to

identify his/her cycle of reactivity and utilize cognitive restructuring techniques to break the cycle

and avoid relapse.

The youth has expressed empathy for those around him/her and utilizes healthy guilt as a means

of guiding the decision-making processes. The youth is able to establish him/herself as separate

and independent from staff support, as evidenced by his/her ability to exhibit the following

behaviors:

Function autonomously on program tasks

Discuss program issues

Verbalize and understand the concept of victim impact and empathy

Consistently exhibit positive role model behavior

Openly confront peers concerning negative behavior



Openly address conflicts with family members

Demonstrate a mastery of self-identified thinking errors and safety tools

Demonstrate ability to function with less structure

Orient new residents

Co-facilitate Leadership Circle meetings and other groups

Develop own transition plan

Have successful off-campus passes, for educational and academic purposes

Initiate new social contacts (church, AA, mentor)

Initiate new community contacts (education, vocation, and treatment)

Develop own treatment plan (family, substance abuse, medical, and educational/

vocational, etc.)

Document own progress through Daily Progress Notes

Participate and present milieu issues in weekly Council Meetings

Positive and Negative Reinforcers. As a youth progresses within the program and gains status,

he/she is afforded more privileges and freedom of choice. Examples of earned privileges ROP has

awarded in some of our facilities include: access to the Ram/Contributor Lounge, later bed times,

specialty clothing (i.e. sweatshirt or t-shirt), additional recreational activities, and extended phone

call time with family members.

Conversely, if a youth does not progress, staff re-evaluate the youth’s goals and determine more

effective processes for the youth’s success. If a youth is unable to manage his/her behaviors, staff

will initiate a graduated program response that becomes more restrictive to maintain safety. This

process is designed to teach youth the tools necessary to effectively problem solve, modulate

emotions and resolve conflicts. Youth will be made aware of disciplinary consequences or loss of

privileges through dialogue with staff and written documents. Discipline will be administered with

the goal of imposing the least restrictive consequences to correct the misbehavior. Whenever

possible, consequences will be directly related to the nature of the violation and be utilized as an

opportunity to teach and reinforce new skills.

Youth who are involved in incidents that endanger the safety of others or themselves will be

regressed to a lower tier and attend a disciplinary hearing. Assaults, fighting, runaway, self-

mutilation, sexual assault, and inciting physical assault are examples of behaviors that will lead to

regression to a lower status level. Additional interventions and reinforcement measures may

include:

Youth is ineligible for planned extracurricular activities. This does not include medical

visits, court hearings, or other basic services.

Parent/Guardian and DYS conferences to discuss the youth’s misbehavior, modifications

to Individual Treatment Plans, and updates on consistent nuisance behaviors or assaultive

and destructive behaviors.



The reduction of status based on misbehavior, status probation with no privileges, and the

loss of privileges for evening activities (gym, library, TV time). At no time does a youth

experience a loss of his or her rights due to privilege or status loss.

Disciplinary hearing review with staff to determine discipline and the corrective plan.

Additional Behavior Management System Tools for Promoting Positive Behavior

Behavior Management System for Specialized Populations. Using a Multi-Disciplinary Team

approach that incorporates a wide range of researched approaches and interventions, we implement

the following procedures in working with specialty behavior populations:

Ensure responsivity factors are addressed and that we are sensitive to barriers e.g. youth’s

motivation level, cognitive ability, trauma and mental health issues.

Watch very carefully for any evidence that the youth is engaging in the desired behavior.

When the behavior occurs, even at the lowest level, begin systematic reinforcement.

Develop a safety plan or individualized behavior program for youth who demonstrate

limited success in the regular program due to poor coping skills, impulsivity and inability

to integrate multiple environmental stimuli.

Model and prompt the behavior for the youth.

Cognitive Delays. ROP provides prescriptive programming for youth who are unable to

successfully navigate the structure and social context of the regular milieu due to cognitive delays,

social immaturity, limited coping skills, inability to effectively assess social cues, or inability to

filter or integrate multiple environmental stimuli/ extreme levels of aggression or victimization by

others. ROP will implement behavior management techniques which provide multiple

opportunities to process behavioral incidents, reinforce pro-social behaviors, rehearse effective

interpersonal skills, teach emotional regulation skills and practice communication skills.

Gender-specific. ROP is fully committed to youth safety and a trauma-informed environment.

We work to prevent youth escalation and restore individuals to a healthy state emphasizing the

importance of relationships in preventing crisis by use of the least restrictive means. ROP will

create a normalized environment by training staff to recognize the onset of a crisis, identify the

levels of conflict, provide reflective listening and promote

the young woman’s return to successful functioning in the

milieu. ROP staff will always attempt to verbally de-

escalate in crisis situations.

ROP’s Behavior Management System and Uniforms. To

promote a normalized high school environment, we will

provide the students with school uniforms. These

uniforms consist of polo shirts, khaki slacks or shorts

(seasonally dependent) and comfortable shoes. Young

women will receive polo shirts, black slacks or shorts.

Both genders will receive appropriate clothing for

athletics, vocations and for the season. These will be

augmented by letterman jackets for students who have

achieved RAM or Contributor status. Staff, too, will be



provided with uniforms which will underscore their identity as positive role models for the students

(and not prison guards.) These uniforms include collared shirts in ROP colors and khaki-colored

slacks or shorts.

ROP’s Behavior Management System and Recreation.

Through our health and wellness programming, we have

created a normalized environment and a sense of school

spirit which requires students to be accountable for personal

behavior through a sense of community and belonging.

According to research, this kind of social attachment is not

just a basic human need, but also a primary force in shaping

human behavior which often results in better GPAs, higher

graduation rates and an increased sense of commitment to a

school (Dowd, 2006 and 2007). Athletics also serve as a

natural opportunity to incorporate Positive Youth

Development, enabling staff to coach youth and for youth to

be encouraged rather than directed. Youth benefit from

teamwork and camaraderie which neutralize gang and racial

tensions.

Intramural athletics serve as a natural opportunity to incorporate Positive Youth Development,

enabling staff to coach youth and for youth to be encouraged rather than directed. Youth benefit

from teamwork and camaraderie which offers another venue for youth to develop a sense of

belonging and accomplishment. Athletics also allow youth to learn positive ways of regulating

their emotions, a skill which is transferable to other areas of a youth’s life and adds recreational

options when they return to their home and community.

ROP’s Behavior Management System to Empower Youth Voice and Choice. A critical

component of the Integrated Care Model™ and an integral part of the behavior management

system is Positive Organizational Culture (POC). POC incorporates Positive Youth Development

(PYD), which promotes student engagement with staff, who all live and model pro-social norms.

The active daily schedules for youth provide a venue for staff and youth to work together,

encouraging healthy relationships and fostering mutual respect, which naturally creates an

environment where young men want to succeed and thus develop positive outcomes. POC is

supported by all departments and components of the program, resulting in an environment where

students want to succeed and do the right thing.

The combination of the Integrated Care Model and POC promotes an environment of inclusion

and opportunities for social learning while providing a system for program progression that

incorporates responsibilities, recognition and rewards for positive behaviors as well as a

disciplinary system to deter anti-social, disruptive and dangerous actions. The POC relational

model prioritizes staff/youth relationships that naturally foster the desire for adult approval and

disapproval as an immediate low-level intervention within a normalized social framework,

reducing incidents and the need for higher level interventions.

This commitment to the POC requires administrators, Therapists and direct care staff to be in the

mix with youth throughout important program elements modeling pro-social behavior and being

available and approachable for conflict resolution – often, before it occurs.



Positive Organizational Culture (POC) Group. A POC Group is a structured group process

intended to provide an intervention for self-reflection, accountability, and staff/peer feedback.

Utilizing cognitive behavioral approaches, the group allows for students to identify risky thoughts

and replace them with less risky, pro-social thinking. Ultimately leading to pro-social and

acceptable behaviors in the culture and in their home settings.

POC provides a safe, organized and supportive structure while developing relationships,

accomplished by staff who are experienced, competent and vigilant. This is imperative on a

campus that treats differentiated

populations with demonstrated layers of

risk and need.

POC establishes a foundation of safety

which fosters an environment where

motivation and positive reinforcement

reduce the need for restrictive disciplinary

measures. POC is appropriate for the

Integrated Care ModelTM and is built

upon Positive Youth Development (PYD)

practices. The POC is successful because

staff and administration live and model the

expectations of the culture. It is supported

by education, vocation, athletics and

counseling/treatment services that are

gender responsive, resulting in an

environment where young men and women

want to succeed and to do the right thing.

The POC promotes inclusion and social learning while providing a system for program progression

that incorporates responsibilities, recognition and rewards for positive behaviors as well as a

disciplinary system to deter anti-social, disruptive and dangerous actions. POC prioritizes

staff/youth relationships that naturally foster adult approval and disapproval as immediate low-

level interventions within a normalized social framework, reducing incidents and the need for

higher level interventions. These relationships are reinforced through direct integration of clinical

staff within the culture, where their involvement provides expertise in identifying and dealing with

escapist and aggressive behaviors as well as mental health needs. Clinicians become more effective

in this model as they gain insight into their clients’ behaviors through observation and develop

credible relationships with direct care staff.

Problem Resolution Process™ (PRP). There are times within the POC that youth may experience

conflict with each other or with a staff member. ROP views these conflicts as teachable moments

where we employ a PRP that teaches youth to properly identify the source of the conflict, their

feelings about the conflict and the role they played in the conflict. Each party involved in the

conflict then shares their information with each other and agrees to a plan that ensures the conflict

is resolved. This process leads to improved communication skills, proper identification of

emotions, improved self-advocacy skills and improved relationships.

Refocus. The Refocus Program is utilized as an intervention or deterrent to dangerous and

disruptive actions, but still affords program services in a highly structured alternative classroom

Runnin9 a POC Group

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setting, without isolation and with a full range of services. Within the structured setting, staff

members still operationalize the POC model, providing guidance to youth and developing strong

relationships with them. Clinical services are enhanced within the Refocus area through additional

support including a clinician’s office adjoining the area.

It is embraced within the ROP culture that a successful strength based POC behavior management

system begins with quality staff leading youth and is supported through program opportunities and

optimal services tailored to various youth needs.

D. Describe your organization’s past practice and methods with respect to the use of restraints, individual segregation and isolation, chemical restraint, and similar interventions with youth clients.

The Integrated Care Model™ is the framework that provides a safe environment that encourages

communication and trust whereby youth needs are met pro-actively, minimizing youth engaging

in physical acting out or harm to self or others to have needs met.

In full agreement with the Center for Children’s Law and Policy’s recommendation in the

Arkansas Division of Youth Services Residential Services Review, we place high value on staff and

youth relationships, which reduces incidents and the use of restrictive interventions.

The bulk of our time is spent teaching de-escalation techniques. All staff receive extensive training

and certification in safe physical management. The philosophy behind the safe physical

management program is to prevent youth escalation and restore individuals to a healthy state

emphasizing the importance of relationships in preventing crisis by use of the least restrictive

means.

Techniques are taught to allow

youth space to process or vent,

while offering them a

continuous flow of options. The

interventions place the primary

emphasis on the climate of the

living area, understanding each

youth and what is happening in

their lives that may potentially

cause distress and having open

communication and a venue for

youth to seek an adults’ support

when frustrated or upset. Staff

intervention follow Proactive

Levels of Intervention.

Ill Proactive Levels of Intervention

Policy Number 600.160 Proactive Policy

0 Level 1 : Non-Verbal Helpful (lnformal)- Gest ure or fac ial expression t o stop problem at onset

0 Level 2: Verba l Helpful (lnformal)- Verbal inquiry and rem inder of ROP norms

0 Level 3: Concerned Verbal (Forma l)- lnforms student that behavior is a serious concern


0 Level 4: Request for Staff Support (Formal)-Brings in add itional staff when Concerned Verbal is ignored

0 Level 5: Community Group (Formal)- Community Group intervenes with a student 's

negative behavior 0 Level 6: Refocus Placement

(Formal)-Used if student refuses to change behavior

0 Level T Intervent ion Call (Formal)-Used if student creates a potential ly unsafe situation


Use of Restraints

The Integrated Care ModelTM and positive pro-social relationships between staff and students

reduce the need for physical intervention. ROP reviews every incident and invests in best practice

training to accomplish the least

restrictive alternative to control the

situation. When de-escalation fails,

staff call for assistance to increase staff

presence. When physical force is

necessary, staff are trained to keep

student in an upright position,

escorting them from the situation.

ROP’s emphasis on de-escalation and

the use of escorting students has

reduced seated restraints dramatically.

Physical Restraints. When a youth

exhibits any signs of inappropriate

escalation, staff are required to

intervene using approved de-escalation

techniques to calm the youth and avoid

a dangerous emotional or physical

incident. Physical restraint may be used

when: the youth is attempting to harm someone else, is attempting to harm him/herself and only

when the staff is certified in the approved restraint technique.

Physical restraint will only be applied for the period necessary to accomplish its purpose and when

all less restrictive techniques and verbal de-escalation have failed. ROP use nationally-recognized

safe physical management techniques delivered only by trained staff who are annually recertified.

Our expertise includes the use of JIREH, Safe Crisis Management, Protective Action Response,

Handle with Care, and Crisis Prevention Intervention. Over the last six months, ROP developed a

self-directed work team with its most senior operation staff from across the county. This work

team examined seven curricula based on extensive review, demonstration and data research. The

team ranked their findings (see inset below) and recommended the adoption of the Safe Crisis

Management system, which has been recognized by the Department of Justice as a best practice.

Curriculum Total Group Score Curriculum Rank

JIREH 22 4

CPI 17 2

MANDT 19 3 (tie)

SCM 5 1

TCI 23 5

NAPPI 19 3 (tie)

PRO-ACT 25 6

In 2016, ROP launched an agency-wide initiative to reduce the use of seated

restraints. By the end of 2018, seated restraints had been successfully

reduced by 32%.

Reduction in Seated Restraints Across ROP

(2016-2018)

924

809

626

0

200

400

600

800

1000

2016 2017 2018



The least amount of force necessary shall be applied for the purpose of preventing the continuation

or renewal of an emergency. Physical restraint shall use no more force than is necessary to limit

the youth’s freedom of movement. The maximum time limit allowed for a physical restraint is 15

minutes. If the youth continues to be a safety threat, approval to continue the restraint after the

initial 15 minutes can be obtained from the Program Director or the designated RAC.

A youth placed in a physical restraint must be continually monitored by someone not performing

the restraint, until the restraint is terminated to ensure the youth is not injured, that personal needs

are being met and that the continued use of physical force is justified. Youth shall not remain in a

physical restraint for more than 30 consecutive minutes in a 24-hour period unless the youth is still

presenting a danger to him/herself or others and written approval to continue the restraint after the

initial 30 minutes is obtained from the Program Director or designee.

Mechanical Restraints. Mechanical restraints shall be used only as a last resort, either when safe

physical management techniques have been applied or no other lower level alternative would be

adequate to assure staff and youth safety. The Program Director may grant all staff at the facility

who have been trained, and annually certified, in the use of mechanical restraints, the authority to

use mechanical restraint equipment. The use of force or mechanical restraints will never be applied

as punishment. It will be the responsibility of the Shift Supervisor to insure all existing and new

staff under their supervision are trained in the use of mechanical restraint equipment. Mechanical

restraints may be used under the following conditions:

Youth is physically uncontrollable/constitutes an imminent, serious danger to self/others.

Youth is currently causing or threatening to cause physical harm or property damage.

An escape attempt is imminent or is in progress.

For specific, previously identified medical or psychiatric reasons which may require the

immediate implementation of external controls and which have been prescribed as one

aspect of a special management/treatment program.

During movement outside of a secure perimeter.

The guidelines for applying mechanical restraints include the following elements:

Handcuffs will be applied wrist to wrist in the front or back or may be attached to a waist

belt in the front only.

Shackles will be applied on a single person’s ankles only and will not be used to connect

two or more persons’ ankles together.

Handcuffs and shackles shall never be intertwined together in such a manner as to interfere

with a person’s ability to maintain his spinal column in an erect or straight position.

Youth will never be handcuffed to a vehicle.

Youth will be immediately removed from restraints and evacuated to a safe area whenever

a fire alarm results in an evacuation.

Normal bodily functions will be attended to including elimination and respiration.

Youth will be protected from antagonism, mistreatment or harm from another person while

in restraints.



Youth kept in mechanical restraints for more than 30 minutes shall have an administrative

review and authorization for continued use of restraints. The administrative review shall

be documented on the Mechanical Restraint Report and shall include; 1) The Program

Director or designee’s signature and initials, 2) the exact time of the review, 3) condition

of the youth and the initials of the staff doing the check.

Youth kept in mechanical restraints for more than 30 minutes shall be checked by a nurse.

The above requirements for youth kept in restraints for 30 minutes shall also be followed

for a youth kept in restraints for more than 1 hour.

ROP will contact the DYS on-call personnel to notify of the use of mechanical restraint.

Chemical Restraints. ROP prohibits the use of chemical restraints.

Incident Reporting on Restraint Use. Whenever physical restraint or mechanical restraints are

used, all staff involved will write an incident report and a Mechanical Restraint Report which will

be attached to the incident report. This report shall be completed no later than 24 hours following

the incident. The Mechanical Restraint Reports will include the following:

The date and time that physical/mechanical restraint were used.

An accounting of the events leading to the physical management, including the less

restrictive restraint techniques previously employed.

An accurate and precise description of the incident and the reasons for employing

physical/mechanical restraints.

A description of the restraining devices, if any, the manner in which they were used, and

how long the youth was restrained.

A description of the injuries suffered, if any, and the treatment given/received.

A list of all participant and witnesses to the incident.

The reporting staff member’s signature.

ROP will contact the DYS on-call personnel to notify of the use of mechanical restraint.

Youth kept in mechanical restraints for more than 30 minutes shall be checked by a nurse.

A copy of the incident report and the Mechanical Restraint Report and any subsequent addendums

shall be placed in the youth’s file, a copy sent to the facility licensed medical professional to be

reviewed and placed in the medical file.

De-Briefing on Restraint Use. After any physical restraint incident, the Program Director or

designee shall schedule a debriefing meeting with the staff member(s) involved, a Shift Supervisor

and a Certified Physical Management Instructor. The debriefing will take place and be documented

within two working days of the incident. A monthly summary of Physical and Mechanical

Restraints will be prepared by the Shift Supervisors and submitted to the Program Director. The

Shift Supervisors shall compare the use of mechanical restraints to the incident reports. At month-

end the Shift Supervisor will summarize the number, type of restraints used and by whom.



Use of Individual Segregation and Isolation

ROP philosophy and practices regarding segregation and isolation are in line with national youth

organizations such as Performance-based Standards (PbS), Council of Youth Correctional

Administrators (CJCA), Office of Youth Justice and Delinquency Prevention (OJJDP) and the

Center for Youth Justice Reform (CJJR), all of whom support the reduction and elimination of

room confinement and isolation, other than in extreme cases where a youth presents a risk to harm

himself or others. In these cases, when there is imminent risk, the shortest duration of time possible

is adhered to with immediate professional consultation to address the situation and return the youth

to the program as soon as possible. PbS has promoted and tracked results of reducing and

eliminating isolation and room confinement and found a dramatic decrease in staff and youth

injuries with this emphasis. With improved safety, youth, staff and families report the climate of

the institutions to be more conducive to positive youth development (pbsstandards.org, 2016).

ROP will implement the least-restrictive means to restore youth to a healthy state, while

emphasizing safety and the importance of relationships. In this process, ROP will implement

graduated levels of intervention, allowing youth the space to process or vent, while avoiding

segregation and isolation.

Self-Initiated Time Outs. Youth may choose self-initiated time outs, which will be reported to

the Shift Supervisor within 10 minutes after the youth starts the time out and is documented in the

Unit Log/ Observation Sheet. Youth in their sleeping rooms or another designated room during

the time out will remain behind an unlocked door. The staff will counsel the youth and discuss

what coping skills he/she will use when he/she returns to the regular program. While the youth is

on a self-initiated time out, staff will meet face to face with the youth at irregular intervals, never

exceeding 10 minutes and shall document the interactions. If a youth remains on self-initiated time

out for 59 minutes, the Shift Supervisor will review the situation and inform the youth that self-

initiated time outs are not permitted past 59 minutes and document the plan for returning the youth

to programming in the Unit Log/ Observation Sheet. If the youth remains in time out for longer

than 59 minutes the Shift Supervisor shall consult with the Program Director or designee and on-

call mental health professional to determine the best course of action.

Staff-Directed Time Outs. All staff directed time-outs will be reported to the Shift Supervisor

immediately upon placing the youth on staff directed time out. The reason for the staff directed

time out will be documented in the Unit Log/ Observation Sheet and the youth’s daily progress

notes. Youth in their sleeping rooms or any other designated room shall remain behind an unlocked

door and may not exceed 59 minutes on a staff directed time out. Youth placed on a staff-directed

time out will be checked at 5-minute intervals which will be documented on the program Watch

Form/ Room Log. If after 59 minutes the youth is still not safe to return to the group, the Shift

Supervisor will contact the Program Director or designee and on-call mental health professional

to determine the best course of action.

Seclusion/ Isolation/ Room Confinement/ Segregation. The use of seclusion must be authorized

by the Program Director or designee. It is utilized for students who continue to pose a danger to

others.

ROP standards exceed the requirements of ACA 4-JCF-3C-03 and -04 Seclusion/Room

Confinement and are as follows:



1. The youth must be visually checked by staff every 5 minutes.

2. The youth will continue to be afforded regular programming as prescribed in the Individual

Treatment and Education Plan and will be seen by personnel from the following areas:

administration, clinical, medical and religious, as appropriate.

3. A log is kept recording all seclusion related information (youth behavior, visitor and, room

check times)

4. Youth on suicide watch remain on continuous one to one observation unless their status is

changed by a licensed mental health professional.

5. Youth Seclusion/Confinement time shall be limited to the duration of the emergency safety

situation and under no circumstance exceed 2 hours.

6. Youth placed in seclusion shall be checked by a nurse.

E. Describe your organization’s methods of root cause analysis and response in the case of each of the following: Seminal incidents, Substantiated reports of child maltreatment, Criminal investigations, and Findings of substantial or widespread noncompliance.

All Rite of Passage staff are responsible for ensuring

the prevention of seminal incidents, maltreatment,

criminal actions and noncompliance. To provide a

central vision and support ROP’s culture of

transparency, has issued an updated Compliance Plan

that clearly describes the way in which ROP manages,

deploys and reviews compliance and fidelity to

quality.

The Compliance Plan is overseen by the Compliance

Department which utilizes a multi-disciplinary

process to review ROP’s compliance systems with the

objective of meeting all licensing regulations,

adhering to accreditation standards and ultimately

improving the agency’s responsiveness, programming

and quality of the services it provides to youth. The

Compliance Department will include a Coordinator at

each facility: Harrisburg, Dermott, Lewisville and

Mansfield, and a Regional Compliance Manager.

In addition to a robust focus on compliance, ROP

remains committed to working with DYS in partnership and collaboration by providing timely,

transparent and objective reports regarding staff, youth, event, and facility incidents. This

commitment has been demonstrated at AJATC and ROP will bring the same transparency and

accountability to the Arkansas residential treatment facilities.



ROP’s incident reporting policies and systems already are in alignment with all applicable

standards and policies, including submitting an incident report in accordance with DYS Incident

Reporting Policy within the timeline required.

Further, ROP implements a Root Cause Analysis (RCA) strategy to direct staff understanding of

what happened during a particular incident, and most importantly, how to avoid similar incidents

in the future. Our organization borrows upon Total Quality Management (TQM) models and has

adapted the following Root Cause Analysis strategy from the work of Livingston et al. (2001).

Summary of ROP’s Root Cause Analysis System

Within the RCA system, planning and continual investigation is conducted throughout the year

with a focus on correcting problems as soon as detected and making future improvements. Our

systems and protocols have been very effective at minimizing the occurrence of incidents,

however, when an incident occurs we embrace the critical review of the circumstances that led up

to the event and the manner in which the incident was handled by staff.

Systems,

Planning

Team

Organization

Description of Incident:

What happened? Who involved? Where did it happen? Why did it happen?

On-site Investigation: Staff interviews Youth interviews Review of docs, video,

collateral info, ROPSTAT™

Review location of incident

End

Incident Occurs

Recommendation Development (with DYS)

Report Writing/ Plan of

Correction

Implementation and follow up monitoring

(with DYS)

Capture points of learning

Improve process with: Quality Planning

Quality Control Quality Assurance Continuous Quality

Improvement

Additional RCA Methods/Analytics: Quality Planning Quality Control Quality Assurance Continuous Quality

Improvement

Start

Root Cause

Determination



From the point that an incident occurs, ROP follows a comprehensive action plan to collect data

and information using four sources and methods, which culminates into a root cause determination.

The steps in this process include:

1. Description of Incident. The initial documentation and Incident Report will be provided

that describes the event (what, who, where, why). The site management team is required

to conduct a follow-up meeting after any serious incident to assist in the RCA and

determine what can be done to avoid a reoccurrence of the incident. All reporting protocol

to DYS within the RiteTrack system shall be followed.

2. On-Site Investigation. Additional information is gathered from an on-site investigation, by

the Program Director and other parties from DYS and ROP, as appropriate. During this

investigation, staff and student interviews will be conducted and collateral information will

be reviewed.

3. Additional RCA Methods and Analytics. ROP’s internal auditing and analytics are based

on proven academic and business models which incorporate the works of TQM pioneers.

From these sources, we developed a well-established system to ensure our programs

operate as designed, including quality planning, quality control, quality assurance, and

continuous quality improvement.

Quality Planning – Quality planning is achieved through defining goals and objectives,

and then utilizing tools such as documentation, policies, staffing resources, schedules

and meetings.

Quality Control – At ROP, we measure our performance against established goals and

benchmarks. We do this daily and weekly, and report upon our outcomes monthly.

Primary staff involved in reporting are the department heads and the Program

Directors.

Quality Assurance – QAs review and rate operations in accordance with ROP Policies

and Procedures, as well as external standards such as licensing requirements. Every

area of the program is listed on an assessment form that inspecting staff use to guide

them through the annual QA assessment for each program. The QA Assessment Team,

along with the Site Leadership Team, establish action plans to implement following the

QA site visit. The QA action plans are then monitored through the CQI process.

Continuous Quality Improvement – Different from a Quality Assurance process

(which emphasizes regulatory and contract compliance), ROP utilizes CQI

methodology that examines systems or processes to continually improve upon them

and make them better.

4. Root Cause Determination. RCA and additional analytics are used to identify why and

how something happened so that action steps can be implemented to avoid a reoccurrence

of the incident. Examples of action steps commonly included in plans of correction are:

Policy Change. If an RCA determines a policy change is necessary to avoid a

reoccurrence of the incident or issue, the policy is changed, and the staff are retrained.

Disciplinary Action. If an RCA determines a staff member was the cause of an incident

that was substantiated as maltreatment or criminal conviction, the staff member will be

terminated.



Modifications to Buildings and Grounds. If an RCA determines there is an unsafe

condition, the staff and youth will be immediately prohibited from being near the

hazard until it can be fixed or corrected.

Notification of Action. All the above action steps will be shared with officials from

DYS, Disability Rights Arkansas, and the Ombudsman’s office.

Follow Up Debriefing. After all critical incidents a follow up debriefing is necessary

with the staff or youth involved (or aware of) an incident. ROP incident procedures

include processing the incident outcome with all involved in order to achieve closure

so that the program culture is not victim to mistrust and/or rumors. This is accomplished

by having an established system of two-way communication between all levels of staff

and youth.

Seminal incidents, including but not limited to any incidents resulting in or creating substantial risk of client escape, serious injury, or death.

Escapes. We recognize any escape from a secure or non-secure facility is not acceptable. However,

if an escape does occur, ROP will follow established protocol and DYS policies as a response to

the incident.

Research on Escapes. Our organization operates both staff-secure and architecturally secure

programs, and although predicting and preventing escapist behaviors is not an exact science, we

are committed to research and understanding specific stressors or precipitating events that might

trigger these actions. The research on runaways from youth residential treatment centers is limited

to mostly descriptive data without significant findings or evidence-based intervention strategies

(Guest, Baker & Storasil 2008).

During the early stages of treatment, when the structural elements of the program have had little

time to take hold, youth are most vulnerable to run away. (Bluthenthal, Richman, Jaycox & Morral,

2006). Sunseri (2003) in his study of nearly 9,000 youth reported that 37% of runaway youth left

within their first month of placement, signifying the importance of buy-in and early engagement.

Enhancing the staff-youth relationship is fundamental in supporting youth in the behavioral change

process and creating a sense of security. Without strong relationships, other forms of external

control and security measures are likely to fail (Finkelstein, Currie & Miranda, 2004). Encouraging

and enhancing family involvement during the early stages of treatment may substantially affect

retention and is an important factor in successful interventions. (Crosland & Dunlap 2015).

Dynamic factors are current, situational factors or stressors that could lead to runaway behavior.

These include recent family problems, transitional delays, crisis situations (e.g. with a family

member or girlfriend/boyfriend), sanctioning for misconduct, impulsive behaviors, gang threats

and safety concerns.



The action chain below illustrates our proactive response to escapes, which focuses on preventative

supports, research, analysis and planning. From this, we will ensure our response to any escape

will be efficient and effective.

In summary, the Immediate Action Team (IAT) will be dispatched, DYS Officials, law

enforcement and the community will be notified. The IAT will work collaboratively with local law

enforcement in locating and returning the youth to the facility. Once the youth is located, student

and staff statements will be taken to document witness and participant knowledge of the incident.

Video recording of the incident will be identified, reviewed and stored for future access. Involved

staff will be removed from their duty post until the investigation is complete.

Once the RCA investigation is complete, ROP will collaborate with DYS officials on a plan of

correction, which may include staff training or discipline (if appropriate), physical plant review

and any necessary modifications to the programming.

Serious Injury/Fatality. Access to on-site medical services and 24-hour medical care will foster a

safe and healthy campus. The foundation of our program is safety, with a corresponding prevention

of injuries. While prevention is the focus, should a serious injury occur, ROP will follow the chain

of action, as illustrated below.

ROP will remove all staff and students from additional risk. Staff will also immediately seek

appropriate medical attention for the injured staff or youth. Once the person injured is stabilized

and in the care of medical professionals, ROP will ensure incident reports are taken to document

witness and participant knowledge of the incident. Video recording of the incident that caused the

injury will be identified, reviewed and stored for future access. Involved staff will be removed

from their duty post until the investigation is complete.

Prevention

• Staff training on policies / vigilance

• Staff relationships

• Engaging schedule

• POC

• Staffing pattern

• CQI checks

• Ratios

Response

• IAT team dispatched

• Contact law enforcement and DYS, parents

• Follow safey protocol for other youth

Root Cause Analysis

• Description of event presented

• Review of youth's case

• Interviews with related parties

• Review of policies and related documents

• Review of video

Correction

• Staff Training

• Staff discipline (if applicable)

• Physical plant review

• Staffing pattern / schedule and supervision

Prevention

• Safe physical plant

• Medical services

• Trained in emergency plan

• Staffing pattern

• CQI checks

• Staff/medical training

Response

• Follow emergency policies/protocol

• Medical team dispatched

• Contact DYS, parents

• Follow safey protocol for other youth

Root Cause Analysis

• Description of event presented

• Review youth's medical case

• Interviews with related parties

• Review of policies and related documents

• Review of video

Correction

• Program and Medical review

• Staff training/ discipline

• Physical plant review

• Supervision



Once the RCA investigation is complete, ROP will collaborate with DYS officials on a plan of

correction. Based upon the findings of the RCA, ROP may implement a number of strategies to

minimize the likelihood of the reoccurrence of a serious injury to a youth including restructuring

program activities to eliminate elements that may subject youth to potential injury, increasing the

availability of medical staff, and staff training or discipline, if appropriate.

Substantiated reports of child maltreatment

ROP agrees with DYS’ core belief that youth should be in a safe environment. ROP does not

tolerate any form of child maltreatment and acknowledges its role as a mandated reporter. All child

maltreatment allegations concerning any person(s) employed or sub-contracted by ROP will be

investigated in accordance with the Child Maltreatment Act at A.C.A. 12-18-602 and any

subsequent revision of the act.

Upon receiving an allegation of child maltreatment ROP will notify DYS within 24-hours of the

disclosure and take immediate steps to ensure the health, safety, and welfare of the youth involved.

This includes providing medical or psychological treatment by licensed professionals. If the

substantiated child maltreatment was witnessed by other youth, ROP will ensure appropriately

trained counselors are available to process the issue with the staff and student witnesses.

In collaboration with DYS, ROP may determine that in order to protect the youth and the fidelity

of the investigation the staff should be suspended and removed from any and all contact or access

to youth. ROP will collaborate with DYS officials

and the Ombudsman on a plan of correction. The

final plan of correction will include staff training

to ensure all staff understand how to avoid a

reoccurrence of the incident. Ultimately, the staff

may be terminated and ROP will assist in the

prosecution of the responsible former staff.

Based upon the findings of the RCA, ROP may

implement a number of strategies to minimize the

likelihood of child maltreatment. Examples of

specific strategies implemented by ROP in other

programs include: enhanced/repeat training of

staff on de-escalation techniques, elimination of

camera and line of sight blind spots in the facility,

ratio review, boundary training, and establishing a

Positive Organization Culture where youth and

staff create a safe environment.

Criminal investigations resulting in probable cause finding and/or conviction

All staff that work at ROP must be at least 21 years old, and pass initial qualifications screen and

an interview, reference checks, drug screening and background check, pursuant to state licensing

standards. They also must complete rigorous pre-service that aligns with DYS and ACA and covers

topics such as basic first aid/ CPR, security procedures, supervision, ethics and emergency

procedures, use of force and boundaries. Our standards are rigorous by design, because we want

the highest quality staff, who believe in our mission.

ROP Compliance Hotline

To further enhance accountability and

compliance, Rite of Passage employees

may utilize the compliance hotline, an

internal, anonymous mechanism for

submitting questions or concerns. Calls

route directly to ROP’s Director of Legal,

Risk and Regulatory Affairs. Calls to the

Compliance Hotline are reviewed and

addressed monthly and the Director works

with Regional Compliance Managers and

site-based Compliance Coordinators to

investigate, address and resolve the issue.



ROP does not tolerate any conduct that results in probable cause findings and/or convictions.

During an investigation, staff that are accused of such conduct are suspended from working with

students. Staff found guilty in probable cause findings and/or convictions will immediately be

terminated. ROP will collaborate with DYS officials and the Ombudsman on a plan of correction.

The final plan of correction will include staff training to ensure all staff understand how to avoid

a reoccurrence of the incident.

Findings of substantial or widespread noncompliance with contractual, statutory, or regulatory requirements

The Program Director will attend regular meetings with DYS to facilitate communication,

establish policy, and ensure conformity to legal and fiscal requirements. ROP will also rely upon

our established systems (policies and procedures, Continuous Quality Improvement, Quality

Assurance, staff suggestion process, Safety Committee, Facility Check Sheets, Program Check

Sheets, File Check Sheets, etc.) to avoid incidents of noncompliance with statutory or regulatory

requirements.

The most recent audit of AJATC, conducted by the Department of Human Services between

August 22, 2018 and September 4, 2018, included a review of 26 performance

indicators/performance standards and contract requirements. ROP is proud that AJATC received

zero (0) deficiencies, as well as a note of appreciation for assistance given during the audit process.

Rite of Passage recognizes that the selected provider may inherit facilities with non-compliance

issues. If selected as the Single Qualified Partner, we will work tirelessly in partnership with

DYS to bring these facilities into full compliance and strive for results analogous to what we have

achieved at AJATC.

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F. Provide a sample of a youth handbook which your organization has used or disseminated in other facilities or programs.

When a student arrives in one of our residential programs, our

primary concern is to facilitate the student’s acclimation to

his/her new environment by ensuring his/her physical and

emotional safety while addressing that student’s unique risks

and needs. Orientation is a process in which we will

welcome the youth to the program, and then communicate

the services and expectations. It is here that caring

relationships are fostered, so growth and rehabilitation can

begin. The students can talk, process and ask questions. It

is also during Orientation, and within 48 hours, that each

youth will receive a copy of the Student Handbook, which

they will review with their assigned Case Manager.

Student Handbook

ROP has student handbooks specific to all of our

programs. We have included in the appendix the

AJATC Student Handbook (see Appendix I) that is

compliant with both DYS and ACA standards. The

handbook serves as a guide and overview to the facility

and ROP’s expectations, as well as topics such as:

Youth Rights

Grievance Procedures

Family Visit Guidelines

PREA

Emergency Procedures

The handbook is updated annually, or more often if

needed, to ensure that the content remains accurate and

helpful.

When appropriate, Case Managers also will provide

parents with a copy of the Student Handbook. Through

this process, the importance of family involvement is

reinforced and the wide range of services and

opportunities at ROP are communicated. These

materials and services are culturally-relevant and

gender-specific. ROP also has the capacity to translate

these services into the language of the youth and/or

his/her parents.

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Additional Guides

ROP created an eight-concept, gender-specific series called the Student Resource Guide which

incorporates evidence-based practices and reinforces learning through guided practice, journaling

and critical thinking activities. These guides embed different social skills and are a complement to

the program and the skills they learn as youth progress from orientation through transition

planning. The Guides first introduced during orientation are completed during the evenings and

weekends with staff support.

The eight concepts are as follows:

1. Understanding how Systems & Organizations Work

2. Creating the Future Students Want

3. Using Student’s Strengths and Developing Resiliency

4. Understanding How Our Internal World Influences Us

5. Understanding How Our External World Influences Us

6. Developing Healthy Relationships

7. Understanding Transitions

8. Self-Advocacy



G. Describe the proposed grievance process for youth served in the facility.

ROP promotes a pro-social environment that teaches students appropriate communication skills to

resolve problems swiftly and amicably. Throughout their stay, students will be encouraged to tell

trusted adults about any problem they have so that the issue can be immediately addressed. Within

this environment, ROP will also ensure there are mechanisms and processes to guarantee all youth,

parents/guardians, placing agencies, authorized representatives, and other stakeholders are

afforded the right, and unrestricted access, to grieve any inappropriate or infringing conditions,

behavior, or action that constitute a violation of their rights.

Upon admission to any of the Arkansas residential treatment facilities, each youth will be advised

of the rights, privileges, and the grievance procedures by reviewing and signing the

acknowledgment in the Student Handbook. ROP staff will inform each youth of their right to

grieve any circumstance or action considered to be unfair and/or unjust that a youth wants to

dispute.

Formal Grievances. Formal grievances are

submitted through an established protocol

compliant to DYS, ACA, CARF, JCHO and

ROP standards and policies. ROP will not

prohibit or deny any staff or youth from filing

a grievance under these guidelines and we will

report all violations in accordance to

regulating standards. Youth who choose to file

a grievance shall not be subject to any

disciplinary sanction, retaliation, or other

adverse action pertaining to the filing of a

grievance.

Grievance forms shall be located in areas of

the program where youth have access to the

forms without requiring the assistance of a

staff member. Staff also provide youth with a

grievance form at the earliest time available,

upon request. Writing materials will be made

available and staff members may provide

assistance to students when requested. A

student may also ask for assistance from

another youth if such assistance does not

create a safety/security situation.

The students can submit their grievance to a supervisor themselves, or they can give it to any direct

care staff to turn in. Locked grievance boxes will be located in strategic locations throughout the

facility and made available for youth to submit their completed grievance form. Additionally, if a

student believes a grievance is of a sensitive or emergent nature, the grievance may be filed directly

with the Program Director in order to maintain confidentially of the grievance process. In addition:

All grievances will be collected in a timely manner, not to exceed 24 hours, excluding

weekends and holidays.

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Grievances are then reviewed to determine who will respond/complete the grievance

resolution process with the student and document the outcome. The staff designated to

resolve the student grievance will investigate the grievance.

This investigation will include a review of all pertinent written materials and interviews

with persons who witnessed and/or are aware of the situation.

The grievance will be responded to and/or concluded within 72 hours excluding weekends

and/or holidays.

A formal written response will be completed on the formal grievance form and provided

to the youth by ROP staff.

The grievance process includes at least one level of appeal for the youth.

The Program Director will review all appeals that he/she is not involved in. If a grievance is an

allegation of child abuse, the complaint shall be reported to the appropriate authorities that have

authorization to conduct an alleged abuse investigation or the proper law enforcement agency

immediately. If it is determined that the grievance is related to PREA (e.g., sexual abuse, sexual

harassment, or sexual contact), the Program Director or designee will take steps to separate the

alleged victim and perpetrator immediately. Appropriate law enforcement and social services

agencies will be notified. Further, the youth may report the issue in accordance with the agency

PREA policies and procedures.

Informal Grievances. An informal grievance is designed to encourage the youth to process the

complaint at the lowest level with the goal of resolving the issue. This is not a requirement and is

not a substitution for a formal grievance process, which was described above.

Informal grievances are a learning and skill-building opportunity. Specifically, ROP has developed

an internal Problem Resolution Process™ (PRP) that is designed to encourage the student to

attempt to process a complaint with the goal of resolving the issue. Research indicates that without

training, children and adolescents tend to manage their conflicts in destructive ways, and one of

the tenets of our cognitive behavioral program is teaching a problem-solving process. Therefore,

the PRP teaches youth to properly identify the source of the conflict, their feelings about the

conflict and the role they played in the conflict. Each party involved in the conflict then shares

their information with each other and agrees to a plan that ensures the conflict is resolved. This

process leads to improved communication skills, proper identification of emotions, improved self-

advocacy skills and improved relationships.

Additional Considerations. Within the Arkansas facilities, ROP believes that every member of

our community shall have a voice. The grievance and related policies and procedures (including

the Open Door Policy, Employee Whistleblower Policy, Prohibited Discrimination, Harassment

and Retaliation Policy, Employee and Student Grievance Policies, Child Abuse and Neglect

Reporting and PREA Act Policy) will be used to train staff during pre-service and at a minimum

annually thereafter. The grievance procedures we have in place will be tracked, monitored and

utilized for staff training.



Bullying Behaviors and Prevention

A recent survey that was conducted on youth across the country found that minority youth reported

bullying others more frequently (nearly 20% for Hispanic and African American youth) than

Caucasian (8.3%). Over half of youth in ROP programs identify as minorities who also face

educational deficiencies (over-age and under credit), a history of delinquency, single-parent

households and exposure to violence; all risk factors which predispose our student population to

bullying. Moreover, commitment to a residential program (and not just enrollment in a traditional

high school) increase the likelihood that a youth will not only witness bullying, but will become a

bully-victim: or, students who both bully others and are bullied by others. According to the

research, bully-victims are among the most at-risk for negative outcomes, which include

intentionally hurting themselves and seriously considering suicide.

In fact, the risk factors most commonly assessed for youth in Rite of Passage programs—poor

social adjustment and academic achievement, negative school environment, exposure to violence

(particularly in the family), peer delinquency and level of acculturation—are also correlated with

the likelihood that a youth will be a bully, a bully-victim or a victim of bullying. Multiple studies

have cited these risk factors as common among bullied and bullying youth. Intake assessments of

youth in ROP programs indicate that nearly 40% of our student population demonstrate aggressive

behaviors, and 5% present a vulnerability to victimhood—which means nearly half of our student

population has the potential to take one of three possible roles: the bully, the victim, or the bully-

victim (a student who both bullies others and is subject to bullying.) To address this aspect of our

youth culture, our organization has developed gender-specific strategies to address bullying among

the young men and young women in our programs.

ROP Bullying Prevention Approach. Across all ROP programs, staff actively encourage youth to

report any behavior they consider to be bullying, harassment or cyber-bullying, whether it is

directed at themselves, or at another youth. As a part of our intake and orientation process, youth

are advised to report bullying verbally or in writing to any ROP staff member and are educated in

our grievance reporting process. Additionally, all ROP staff are trained to report instances of

bullying or harassment through a written report within one (1) hour of the notification or incident,

in accordance with the DYS Incident Reporting Policy. The report will also be entered into the

JJIS prior to the end of the shift in which the incident took place.

Finally, all instances of bullying will receive the following response: disciplinary action for the

instigator(s), protective measures for the victim(s) and counseling/therapeutic intervention for the

victim(s), instigator(s) or both.

Bullying Prevention Methodology for Young Men. Rite of Passage has several systems in place

to promote a positive climate in both the school and the residential components of the program

which will serve as a foundation for building an effective, comprehensive and multi-layered

Bullying Prevention program for the young men in our care. These systems are gender-specific

(for all-male populations), which targets aggression, inappropriate behavior/speech and offers

rewards for pro-social interactions, communication and conflict resolution.

Bullying Prevention in Education. ROP’s education program utilizes Positive Behavioral

Intervention Supports (PBIS) which is a research-based behavior management model.

Bullying Prevention and PYD. The Bullying Prevention Program will be built upon the

existing and evidence-based practices outlined in our response in Section E.1.E (which



includes PBIS, RTI, our 4-tier, incentive-based Behavior Management System—which is

based on the tenets of Social Learning Theory and Positive Youth Development—and

restorative justice practices that have been effective in academic and youth justice settings.)

By encouraging youth to participate in athletics, student clubs and community service, we

enable him to realize his own ability to succeed. These activities also foster the coach-

student relationship, enabling the coach to act as a positive role model who can demonstrate

healthy ways of problem solving, communication and coping strategies that do not involve

aggression.

Positive Skill Development groups (PSDs). PSD groups teach pro-social skills through

modeling and role-playing. These groups, which meet on a weekly basis, are the primary

program element where youth learn and practice healthy communication and social skills.

These groups will be supplemented with our gender-specific 8-part Student Resource

Guides (that cover topics such as healthy relationships, communication skills and self-

advocacy.) These guides were created by our organization and are based in research and

best practices.

Bullying Prevention Methodology for Young Women. A critical component of ROP’s gender-

specific bullying prevention program and an integral part of our behavior management system is

Positive Organizational Culture (POC). POC incorporates Positive Youth Development (PYD),

which promotes student engagement with staff, who all live and model pro-social norms. The full

and engaging daily schedules for youth provide a venue for staff and youth to work together,

encouraging healthy relationships and fostering mutual respect, which naturally creates an

environment where young women cultivate a sense of belonging and purpose. POC is supported

by all departments and components of the program, resulting in an environment where young

women feel understood and respected.

Establishing and maintaining a POC is key to preventing bullying among young women. Unlike

young men who display aggression in outright, and sometimes very blatant ways through physical

violence or verbal slurs, young women utilize a form of relational aggression that is much more

difficult to detect (but according to research, equally hurtful.) According to a recent article in

Psychology Today, the words typically associated with female aggression include: excluding,

ignoring, teasing, gossiping, secrets, backstabbing, rumor spreading and using subtle hostile body

language (e.g. eye-rolling or smirking). The effect of these behaviors leaves the victim with no

forum to refute the accusations and turn her into a social undesirable.

Maintaining a positive culture, therefore, is essential for this population. Utilizing our Behavior

Management System, and positive supports in various aspects of programming, we are able to

support young women in their desire to belong. More specifically, the following practices are

implemented:

Staff model healthy behavior: We hire staff who can serve as appropriate role models for

the youth in our program. These staff model pro-social ways of handling conflict, positive

communication, social and problem-solving skills, and who employ empathy and

compassion.

Enhance emotional intelligence: Through our gender-specific 8-series Student Resource

Guides, students are guided through age-appropriate scenarios that challenge them to

consider other perspectives, and the impact of their actions on those around them.



Community service projects, too, help to foster a healthy level of empathy, and

consideration for others that is necessary to build a healthy community.

Foster healthy self-esteem. Research clearly indicates that bullying has its roots in poor

social adjustment and academic achievement, negative school environment, exposure to

violence (particularly in the family), peer delinquency and level of acculturation. By

increasing a young woman’s self-esteem and self-efficacy through educational

achievements, success in meeting treatment goals, or learning something new (how to play

a musical instrument) and learning life skills, she is less likely to become a victim of

bullying, or to become a bully herself.

Encourage healthy relationships and celebrate the successes of others. ROP’s POC

encourages healthy relationships among the youth in the program, as well as between

students and staff. Through activities like sports or student clubs, the youth work together

to achieve a common goal; through our weekly award assemblies, students are rewarded

and offer rewards to each other, creating a positive environment in which achievements are

transformed into milestones.

These measures promote an environment of inclusion and opportunities for social learning while

providing a system for program progression that incorporates responsibilities, recognition and

rewards for positive behaviors as well as a disciplinary system to deter anti-social, disruptive and

dangerous actions. The POC relational model prioritizes staff/youth relationships that naturally

foster the desire for adult approval and disapproval as an immediate low-level intervention within

a normalized social framework, reducing incidents and the need for higher level interventions.

This commitment to the POC requires administrators, teaching faculty and direct care staff to be

in the mix with youth throughout important program elements modeling pro-social behavior and

being available and approachable for conflict resolution, often before it occurs.

H. Describe in detail your organization’s experience, practice, and methodology to ensure no unlawful discrimination is allowed at the facility, to address allegations of discrimination, and to ensure actions taken by the facility are not arbitrary or capricious with respect to the students served.

Rite of Passage actively supports the core belief that all children and youth in the state of

Arkansas should have equal opportunity for services and success, without regard to gender,

race, or ethnicity, disability, geographic location or income level. Further, we have a zero-

tolerance approach to the violation of these rights and any form of unlawful discrimination. All

students at ROP are afforded these rights, which are clearly defined and communicated. To ensure

that students’ rights are protected, we have implemented a multi-layered approach to compliance.

The foundation of ROP’s zero tolerance approach is our policies and procedures. In developing

these protocols, we examined federal law, recommendations from ACA, CARF, JCHO and PREA,

as well as our own experience and expertise. The result is clearly defined policies that define

students’ rights, written in a way that is understandable. These policies and protections are shared

with students at the beginning of service delivery upon intake and in their Student Handbook. Anti-

Discrimination statements also are posted in prominent locations throughout the facility.



Similarly, policies and protections are shared with

staff during pre-service to ensure that staff are keenly

aware of expectations. This training is repeated

annually and more often if needed. We believe that

our most powerful and effective practice to combat

unlawful discrimination is our highly-trained staff

utilizing ROP’s Interactive Supervision process.

Through staff members’ active and continual

engagement with students, actions and behaviors are

constantly monitored to ensure that no student is

being treated in a discriminatory manner by other

students or other staff members. This monitoring is

further reinforced by the State Ombudsman and

visits from community partners who provide services

to youth while also serving

as an additional set of eyes

and ears to ensure

compliance.

Another effective tool used to protect against

unlawful discrimination is supervisory staff being

active in their oversight of day-to-day operations.

Our executive leadership staff are required to manage

by walking around, meaning that they are expected to regularly visit each living, school and dining

area on a regular basis to observe and ensure that all policies, procedures and protocols are being

adhered to as designed.

In the event that a student feels that he or she has experienced discrimination, the grievance process

described above has proven to be the most effective tool in reporting. Allegations are investigated

in accordance with established timelines with the outcome clearly communicated to the student

with opportunity for them to appeal the finding.

If the grievance is based on race, national origin, disability, or age, a civil rights complaint can be

filed with: Michael Leoz, Regional Manager, Office for Civil Rights, U.S. Department of

Health and Human Services, 90 7th Street, Suite 4-100, San Francisco, CA 94103, Voice Phone,

(800) 368-1019, FAX (415) 437-8329, TDD (800) 537-7697.

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I. Describe the proposed plan to ensure students at the facility have fair, reasonable, and appropriate access to programs and services. Include an explanation of circumstances in which access to programs and services may be limited or restricted.

ROP ensures all students have fair, reasonable and appropriate access to programs, and will not

limit or restrict access to their personal rights such as education, vocation, treatment, food, or

medical services. ROP has developed its operating policies and procedures to prevent practices

that either allow or encourage limiting or withholding access to personal rights. As outlined

previously in the overview of our behavior modification practices, ROP promotes fairness and

protection of student rights through the Positive Organization Culture and not through punishment

and withholding or exclusion from services.

ROP works hard to prevent instances in which students are not provided access to services and

programs. In similar facilities we have operated we have been faced with students who have

become violent or are experiencing medical issues and must be separated from the general

population and normal daily programming. However, ROP staff arrange for a modification in the

program service delivery method, i.e. individualized sessions as opposed to group sessions, in

order to ensure fair and equal access to services for all students. ROP’s goal is that all youth fully

participate in programs or services and reasonable accommodations are made as required by

individual need.

Rite of Passage believes so strongly in the rights of youth that we developed an agency-wide “Bill

of Rites” that outlines our commitment to student access to best-practice services (please see

Exhibit 2). Ten “Rites” were identified to ensure safety, access to normalized activities and the

opportunity to improve lives.

The Rite of Passage Bill of Rites

1. Students have the rite to be encouraged and nurtured, to wake up well-rested, ready to

start their days.

2. Students have the rites to look crisp and professional in every element of our program.

3. Students have the rite to a year-round accredited high school education and the

opportunity to earn industry-recognized vocational certificates.

4. Students have a rite to individualized, prescriptive treatment services overseen by qualified

staff.

5. Students have the rite to exercise every day.

6. Students have the rite of participate in sanctioned high school athletics

and club sports, and to compete wearing their school logo and colors.

7. Students have the rite to healthy meals shared with ROP staff.

8. Students have the rite to have staff “in the mix” with them every

moment of every day.

9. Students have a rite to a clean, safe and well-maintained place to live.

10. Students have a rite to safe, supervised and structured activities that

lead to a good night’s sleep.



J. Describe the proposed plan to ensure students can make and receive phone calls, and that calls to caseworkers and legal counsel are not monitored.

ROP supports family engagement and reintegration of the

student with the family as part of the treatment plan.

Written policies have been developed to clearly articulate

the protocol around student phone usage. At pre-service,

staff are trained on these protocols to ensure appropriate

student access. As a parallel, students receive information

on phone calls in their Student Handbook. To further

support access, students are not charged to make or receive

phone calls to family or legal representatives.

Accommodations are made for non-English speaking

youth and youth needing accommodations due to hearing

impairments.

Rite of Passage’s telephone protocol includes the following:

1. Staff initiate and conclude all student phone calls to ensure that students communicate with

appropriate parties and to address any issues the party may have.

2. For facility safety and security reasons, staff shall dial all phone numbers and not share

phone codes.

3. All calls are documented in the Student Phone Log binder which is kept in the unit.

Students will initial phone log after completion of each phone call or attempt.

4. Only phone numbers listed on the student’s approved phone log call list may be dialed.

Phone calls to authorized representatives will be facilitated by the student’s Therapist or

designee

5. Incoming phone calls will only be allowed for emergencies and must be cleared through

the student’s Therapist or Case Manager.

6. All non-English speaking phone calls need to be approved by DYS. The phone call list

approved by the Case Manager will reflect all approved non-English speaking calls. All

non-English phone calls will be monitored by a staff who understand the language spoken.

Phone Call Time Limits. The number of weekly phone calls and the time limits imposed are

clearly communicated to the students in Orientation. In accordance with DYS policy, phone calls

are not to exceed 10 minutes per call.

Access to Attorney/Legal/ Caseworker Correspondence. Students shall be permitted reasonable

confidential contact with their attorney, caseworker and their designated representatives through

telephone, uncensored letters, and personal visits with appropriate restrictions on the time and

place of meeting to ensure security and control of the facility. Attorneys shall be verified and

identified as practicing attorneys. Students are furnished adequate postage for legal

correspondence during their confinement in the facility.

5,633

Number of phone calls

between students and their

families in 2018 at the ROP-

operated AJATC facility



A. Describe your organization’s methods and practices proposed to implement a comprehensive learning environment that is shared and supported by local stakeholders.

ROP has over 35 years of experience operating charter, voucher and private schools in residential

settings for nearly 2,000 students daily. This experience includes our current collaborative work

with the Arkansas Department of Education (ADE) at AJATC. As an organization, we have

obtained certification from AdvanceED by demonstrating proof of data driven instructional

decisions, student-centered program design, strong organizational and site leadership, and a culture

of high expectations for all students. As indicated in assessment data, on average, our students

improve two grade levels in math and reading.

Our philosophical and evidence-based approach is best communicated through ROP’s 4R

Instructional Framework™, a comprehensive visual demonstrating the vital components that

have been replicated at all ROP schools.

E.4 Education

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3:'; 0 z ::.:::

RIGOR Competency-Based and State Standards-Based Instruction

Blended Learning

Differentiation of Instruction

Regular and Routine Assessments

Advocacy

Treatment Plan Support

Positive Organizational Culture (POC)

Social-Emotional Learning

RELATIONSHIPS

.,.

RELEVANCE Career Exploration and Vocations

Career and Academic Portfolios

Student Success Plans

Targeted Interventions

Graduations and Learning Celebrations

I-VALIDATE and I-ACHIEVE

Student of the Week

National Honor Society

National Academic Competitions (e .g. spelling bee, mathletics)

RITUALS



The design process for our education programs centers on student experience and need. Based on

our experience working with court-involved youth in residential facilities, we know that many of

the students will be severely deficient in school credits. A high percentage will have learning

disabilities and will qualify for special education services. Additionally, many of the youth will

require remediation in one or more subject areas. Some of the students will speak English as a

second language. Even for those students who demonstrate proficient academic skills, apathy or

trauma may impede learning. This diversity of student learning needs, in addition to student

strengths and varied competencies, will require adaptive, flexible instruction.

Shared Vision for a Comprehensive Learning Environment

With this in mind, ROP intends to follow a blended, enriched virtual learning model and looks

forward to partnering with Virtual Arkansas (VA) and DYS. ROP intends to support the DYS

Transformation Plan to “provide effective education and vocational training opportunities”. With

Virtual Arkansas, we will create an academic environment that strives to be a “school house” rather

than a “jail house”. After conferring with VA administrators, ROP leadership considers the

partnership an opportunity to work with like-minded educators who share this common set of

values and beliefs:

All DYS students can learn and are capable of mastering state academic standards.

Teaching these at-risk youth is a calling and to be effective, the teacher must care about

the child.

An education program for DYS youth must include pro-social interactions with adults as

well as peers, interactions that become opportunities for practicing social-emotional skills.

Educators should provide interventions and supports that target specific academic needs.

Training and data driven instructional decisions should be used to create a professional

culture focused on student learning and an education program capable of evolving.

A synergistic partnership in which educators work together begins with one mission: doing

whatever possible to ensure that DYS students learn the academic and vocational skills

necessary for success upon discharge.

In this partnership, Virtual Arkansas will provide core area content courses virtually. Within each

facility, ROP will staff an education department to create a comprehensive program that serves

high school students, students seeking GEDs, junior high students and older youth who need post-

secondary opportunities. A Special Education Teacher will ensure that all special education

students are getting the instructional modifications or accommodations they require in order to

reach their academic potential. A GED Instructor will plan and deliver lessons in GED preparation

and test taking and will facilitate GED testing. Career and Technical Education (CTE) Instructors

will provide career exploration and vocational training for all students. An Education Coordinator

will assist students in creating their education plans and enrolling in appropriate coursework, and

Education Coaches, who will be experienced direct care staff, will supervise and assist students

with their coursework in the classrooms.



In addition to on-site Education Staff, ROP will create an

experienced group of educational leaders to supervise the

department, as part of our Single Qualified Partner

model. This organizational hierarchy will ensure multiple

levels of monitoring and professional support in addition

to promoting accountability. The leadership team will

consist of an ROP Arkansas District Principal, an ROP

Arkansas Director of Special Education, and an ROP

Arkansas Director of Vocations to oversee site CTE

programs. Finally, ROP’s national Superintendent of

Education will monitor school and district performance.

Developing and Sustaining Stakeholder Support

When considering stakeholders, we must consider not only the students in our facilities and the

staff who care for them, but also the courts who send youth to our school, the parents who support

the school, the local school districts who continue the students’ educational progress and the

communities who hire our graduates. ROP recognizes the value of motivated stakeholders who

embrace the school’s mission, vision and values, and become powerful drivers to achieve

outcomes.

True collaboration can only occur through reliable systematized channels of communication,

transparency, and conflict resolution. With this in mind, school performance data is shared through

ROP Rite Now™ e-blasts, annual reports, school celebrations, and graduations. Additional

communication measures with key stakeholder groups are as follows:

DYS. To meet our responsibilities in reporting to DYS, ROP will have an experienced DYS

educator, Dr. Martha Whitfield, serve as the ROP Arkansas District Principal to supervise

reporting processes, provide support to sites for daily operations and classroom management, and

be readily available to meet with DYS Education Administrators. As the designer of initial Student

Success Plan forms at AJATC, Dr. Whitfield has a thorough understanding of what reporting and

assessment steps should occur upon intake and transition and what information is helpful to both

DYS and ROP Education Staff. The Education Coordinator will ensure that all appropriate data is

inputted in the E-school system, as required by DYS.

Parents. We understand the importance of parent engagement with students. There will be two

parent/teacher conferences per year, one per semester. Parent/Teacher conferences will align with

student visitation to accommodate parents’ schedules. During conferences, student progress

reporting will include information about goals, classroom behavior, grades, and test scores. Grades

will also be shared through quarterly written progress reports. Parent programs are also an

important piece of the ROP vision. In addition, ROP will implement a Parent GED program to

provide parents with GED preparation resources and tutoring. We will also include support

services to empower our parents through a parent resource center and parenting classes.

Community. As the selected provider, ROP will further our current partnerships with the Boys and

Girls Club, Centers for Youth and Families, Goodwill Industries, and Arkansas Rehabilitative

Services to implement programs and services at the new locations. In addition, we will make

immediate contact with other local stakeholders including Southern University, University of

Single Qualified Partner Model



Arkansas, Arkansas Community College, Arkansas Workforce Center, local churches, and the

Department of Human Services. Local stakeholders will be asked to be part of our Community

Advisory Board to help support the vision and growth of the program.

Virtual Arkansas. We conferred with VA administrators to discuss implementation needs and

any challenges they may foresee. They have a desire to work with fellow educators like ROP who

can immediately identify and communicate students’ specific academic needs, so they can be

more strategic in their teaching. Furthermore, they are looking for a partner who can increase

student motivation and participation in the face-to-face instructional sessions and perhaps add

additional sessions during the week. They are also hoping

to see classroom behavior and engagement relate to

treatment goals and program rewards. We are confident

that we can create and meet these requests, as they are

routine components of our practice in ROP classrooms

nationwide.

We look forward to creating a “blended, synergistic partnership”, as one VA administrator stated.

Upon award of contract, the ROP Arkansas District Principal will meet with VA Administrators

to review key roles and responsibilities and to determine how student information will be shared

among the education staff. For example, ROP will be responsible for completing Student Success

Plans, and ROP and VA leadership must determine how the information will be shared with VA

teachers to inform instruction. On a weekly basis, ROP Special Education Teachers will attend

the weekly PLC/DYS Teacher meetings conducted by the VA Director of Curriculum and

Instruction. Additionally, the ROP Arkansas District Principal will confer with the VA Director

of Core Campus on a regular basis to share pertinent information and resolve any issues of

concern.

Local School Districts. As stated in the DYS Transformation Plan, collaboration with local

schools is vital for a youth’s successful transition home. Upon intake, the Education Coordinator

will request education records from the DYS Registrar or school district, making a minimum of

3 requests within the first 10 days of attendance. Upon a student’s transition back to the

community, in addition to entering the required information in the DYS electronic reporting

system, the Education Coordinator will send a copy of the Student Success Plan, withdrawal

grades and any pertinent assessment data to the youth’s home school counselor after the student

is withdrawn from the program and a written request is received. If a student has an IEP, both

the ROP District SPED Coordinator and school based SPED instructor will work with the school

system to transfer this data.

To further facilitate a youth’s smooth transition to the local school district, ROP will invite the

district’s school personnel to attend the last MDT through video conferencing or in person. In

this venue, the local district will have the opportunity to discuss the student’s needs regarding

continued academics and community support measures with ROP professionals and the youth’s

family members.

fKt. ... ,,l Arkansas



B. Describe the proposed plan to ensure a nurturing and sustaining school culture for the following: conducive safe environment, policies and procedures, organized classroom layout, managing student behavior.

ROP values a safe and normalized school environment with the positive rituals and traditions

found in public high schools. The intent of the ROP Integrated Care Model™ is to provide a

normalized, positive academic culture, which VA administrators also see as key to their students’

academic success.

A Daily Snapshot of ROP School Culture

Upon entering an ROP education program, school culture is reflected in positive interactions

between staff and students. In the morning, student leaders do the daily announcements for

classmates and staff with lessons in history and current events. Between classes, Education Staff

stand at the doorway to monitor movement in the hallway and maintain positive norms. RAMS

students (boys) or Contributors (girls), youth who have demonstrated lasting commitment to

behavior change and who have become student leaders, wear their school letter jackets with pride,

promoting a culture of achievement and notable transformation. Student work and educational

content adorn the walls.

In the classroom, where there are approximately 6 to 10 students on average, Education Staff

support a common list of classroom behavioral norms. Students know where to go and what to

do. The school’s academic atmosphere is reinforced by a neat classroom with books, computers

and other learning resources throughout. Lesson objectives are written visibly on the whiteboard,

and relevant content is displayed on the walls along with student work. A variety of instructional

modalities may be observed from direct instruction

and modeling, guided student practice, independent

practice, computer-based learning and cooperative

learning activities. In all classes, Education Staff use

flexible grouping strategies to meet the diverse needs

of the students in addition to providing modifications

and accommodations outlined in 504s and IEPs.

Students use a formal address when speaking to

adults and engage in conversation with adults and

other youth. These pro-social skills have been

explicitly taught, and they are reinforced throughout

the day in and out of the classroom.

Interactions between Teacher, staff and students are positive and often related to discussion around

student work, goals, and other related programming elements. When asked questions by staff,

client managers, parents, family, etc., the student proudly refers to school accomplishments and is

able to verbalize academic and transition plans. Student culture is focused on developing

successful students in and out of school; students grow to acknowledge and embrace how school

and program are one.



Creating This Conducive Safe Environment

School safety is a core tenet of our ROP Integrated Care Model. To promote safety, Education

Staff and Education Coaches are responsible for adhering to the following procedures regarding

classroom management:

1. Education staff have an updated seating chart for each class.

2. Education staff will ensure that students shall enter the classroom on “no-talk,” proceed

directly to their seat, and prepare for instruction by reviewing goals and objectives on the

board.

3. Education staff ensure their classroom procedures allow for all staff to readily account for

classroom materials (pencils, books, paper, etc.). Educators will be able to account for all

materials to ensure the health, safety, and welfare of all students and staff.

4. Education staff will take roll and communicate their roll count to direct care staff following

the roll call procedure.

5. Education staff will intervene in any observed incident of anti-social behavior.

6. Education Staff will ensure that status students (RAMS or Contributors) uphold the

expectations of the ROP campus and classroom.

7. Education staff will conduct their instructional delivery in such a way that facilitates

effective supervision.

8. No more than one student can be allowed out of his/her seat at a time. The only exception

will be when an approved lesson plan utilizes a cooperative learning technique or

Education Staff conducts a group activity.

9. Education staff will collaborate with direct care staff on supervision and classroom

management strategies.

We seek to develop a pro-social academic climate where student motivation and positive

reinforcement thrives and learning is a source of pride. In schools where we provide

comprehensive services, we have implemented a highly effective, research-based behavior

management model following the guidelines of Positive Behavioral Intervention and Supports

(PBIS). PBIS provides an effective alternative to the traditional methods of discipline. ROP

believes that all students and staff should be involved in developing the school culture and climate.

The key to this belief is in finding a natural fit for a student’s skills, supporting an equity and

equality learning environment, and the ability to view them as an individual.

Additionally, ROP hires staff that understands this population of students and wants to work in the

alternative and residential environment. The use of positive reinforcement through the setting of

high expectations for students and staff alike is vital to the model.

Policies and Procedures

To maintain consistency and support a normalized learning environment, ROP has adopted

policies and procedures in nine specific program areas, including Education and Vocations. ROP’s

Policy and Procedure Manual is a guiding document that includes the philosophy/purpose and the

procedures to operate the ROP program with fidelity. The manual is accessible to all teachers and

employees in a written and electronic format accessible online. Policies are included in pre-service



training and reviewed at least annually. If updates are needed, they will be disseminated to staff,

designated volunteers and, when appropriate, to students and their parent(s) or guardian(s) prior to

implementation. Finally, all procedures and policies are upheld and reviewed through teacher and

staff evaluations and through ROP’s site-wide audit. We also communicate these policies and

procedures to parents and students through the parent and student handbooks provided upon intake.

The Education and Vocation Policies (600.500 to 600.549) detail school norms and expectations

whether it be classroom expectations, homework, testing or staff-to-student address. Education

Program policies are listed below.

600.500 Education Statement of Purpose 600.505 Education Staff Policy

600.501 School Scheduling Credits 600.506 Direct Care Classroom Duties

600.502 Intervention List 600.507 Academic Skill Development

600.503 Academic Standards 600.50 Universal Study Hall

600.504 General Education Diploma 600.509 Attendance Policy

Organized Physical Classroom Layout

The physical layout of the classroom helps to create ROP’s normalized, positive academic culture.

Certain characteristics are part of every classroom:

1. It is organized, clean and well-maintained. Students must notice the care and investment

made in the classroom in order to sense the importance of the work that takes place there.

Order within the classroom encourages comfort and safety.

2. Lesson objectives, academic content, and student work are prominently displayed.

Academic rigor and standards of performance are communicated visually as well as

verbally.

3. Education Staff and the Education Coach (experienced direct care staff) work together in

the classroom and follow required supervision ratios. A maximum of 10 students will be

in a classroom; the Education Coach to youth ratio will be 1 to 8.

4. There are clear lines of sight for Education Staff and direct care staff. All furniture

arrangements including computer stations, independent work areas and group discussion

areas will maintain open lines of sight for all staff.

Depending upon the number of classrooms and the

technology and furniture resources at each site, ROP

intends to implement flexible grouping strategies

throughout the day to differentiate instruction.

Strategies may include an individual rotation in

which students move from one area to another based

on a list of options, or a station rotation model where

groups of students move from one area to another as

a group.



Managing Student Behavior

ROP has developed student behavior

management practices that fit within our

mission, core values, and beliefs. Within

the ROP Integrated Care Model™,

Education Staff and Direct Care Staff

share in the responsibility for creating an

academic environment based on mutual

respect and modeling of pro-social norms.

In all of our classrooms, direct care staff

serve as “Education Coaches” who co-

teach when possible and support

instruction; this concept has been a

mainstay of our education program for

decades. Likewise, teachers, who have

knowledge of student treatment goals,

address treatment issues in the context of classroom discourse and encourage students to use

coping strategies and social skills. Teachers also contribute to Daily Progress Notes (DPNs),

recognizing and rewarding positive behaviors while reinforcing high expectations. Behavior in

the classroom directly correlates to student Force Field Analysis (FFAs). Through these methods,

time within the education program is also time where students work on treatment goals and are

held accountable for making positive behavior changes. For more information about these behavior

management practices, please refer to section E.3.C. in Safety and Security.



C. Describe the proposed plan for progress in instructional outcomes utilizing: human capital, fiscal resources, and technological resources.

Human Capital

ROP views its partnerships with DYS and Virtual Arkansas (VA) as key to the implementation of

an effective education program that meets the learning needs of the youth in our care. These

partnerships must be based on clear delineations of roles and responsibilities for all staff members

as well as systematized channels of communication and the shared mission of educating DYS

youth.

ROP has drafted the organizational chart below to outline these roles and responsibilities. John

Ashworth, Director of Virtual Arkansas, reviewed the staffing plan and provided feedback. Upon

award of contract, ROP will implement the education program and this staffing plan with fidelity.

The positions listed below will serve as additional resources designed to enhance education

throughout the DYS system without stretching any individual, department, or negatively impacting

operations at any single site.

- ................. . .



Leadership is the second key aspect of education program implementation. As outlined in the

Organizational Chart, the ROP Arkansas District Principal will serve as the liaison between the

site, DYS and VA, attending DYS education meetings when asked, communicating regularly with

the VA Director of Core Campus, and working with these professionals in meeting student learning

needs, resolving conflicts, and addressing concerns. The ROP Education Coordinator will serve as

the administrative assistant and registrar on site and will report directly to the District Principal.

Additionally, the Principal and the Special Education Teacher will ensure that the ROP Education

Staff have the resources and professional support required for meeting their students’ learning

needs. The Special Education Teacher will attend the weekly VA teacher meetings through Zoom.

ROP hires Education staff that understand this population of students and want to work in the

alternative and secure care environment. Our District Principal, Dr. Martha Whitfield, has worked

within DYS for 2 years as Principal at AJATC. She comes from Virginia, where she was a teacher,

professor, and school leader for over 20 years. Her expertise is working with gangs in schools and

at-risk populations.

When hiring for site positions, ROP will require the following credentials and experience:

Position Minimum Requirements

Education Coordinator Associate’s degree

Proficient academic and clerical skills

Demonstrated collaboration skills within a work environment

Special Education Teacher

ADE State Certification in special education

Demonstrated collaboration skills

1 or more years of teaching experience, preferably in a

secondary classroom

GED Instructor Bachelor’s degree in a core content area subject (e.g., English,

mathematics, biology, etc.)

Demonstrated communication and collaboration skills

CTE Instructor

ADE State Certification in Career Orientation, Industrial

Technology, Industrial Arts Education or Carpentry/Craft Skills

Industry experience in the field

1 or more years of teaching experience, preferably in a

secondary classroom

All education staff will follow the same daily schedule and coordinate substitutes as needed to

cover teacher shortages. ROP will staff teacher and instructor absences with appropriately

credentialed substitutes and ensure that DYS pre-hire training requirements are satisfied as a

condition of being scheduled to substitute. An organizational benefit that ROP brings to Arkansas

as the Single Qualified Partner is the ability to coordinate resources from other ROP programs

when needed.



Professional Development (PD). As a

continuous learning organization, ROP places a

high priority on professional development. While

there will be numerous training opportunities at

the school, the structure of the training begins

with development of an annual training calendar

through the collaboration of ROP, DYS and VA,

with revisions or changes made collectively.

ROP will welcome VA Teachers to participate in

ROP trainings, which will include the ROP

Educational Training Suite (highlighted in the

sidebar). ROP also looks forward to utilizing its

partnership with VA to access additional PD

opportunities and resources.

We provide Education Staff with a myriad of

opportunities for professional growth that

embodies the following principles:

1. PD should focus on student learning and development.

2. PD includes both informal coaching opportunities and formal professional evaluations.

3. Effective PD encourages teacher reflection and ownership of professional learning through

personal goal setting.

4. School leaders conduct ongoing professional development as determined by student needs

(as indicated in ongoing progress monitoring and testing), Student Success Plans, ROP

initiatives and policies, and all statewide mandates.

In the past year, the educational team at AJATC has conducted professional development on

differentiation, special education topics, Professional Learning Communities (PLCs), test

preparation, strategies for creating a trauma sensitive classroom, and maximizing instruction in

block schedules. Administrators integrate and reinforce these new skills in both formal and

informal teacher evaluations. Teachers are also expected to incorporate what is learned from the

professional development into their Professional Growth Plans.

All Education Staff will receive a total of 120 hours of training during their first year of

employment, beginning with a 10-day startup training program, and a minimum of 36 hours of

Professional Development as required by ADE and ROP specific training.

Fiscal Resources

Passageway Scholarship Foundation. Passageway is a non-

profit philanthropic organization that provides tuition and

book scholarships to ROP students who wish to pursue

college, community college or trade schools. All students

within Arkansas facilities operated by ROP are eligible to

apply, and currently, four students at AJATC are participating

in the application process.

ROP Education Training Suites

EDU 102: ROP Special Education Training

Suite

EDU 103: Assessments and Student Success

Plans

EDU 104: Positive Behavioral Supports

EDU 105: Positive Youth Development

EDU 106: Socio-Emotional Skills

EDU 107: Student Resource Guides

EDU 108: Defining School Culture and Climate:

Relationships, Relevance and Rituals

EDU 109: Behavioral and Academic Feedback

EDU 110: Small Learning Communities

EDU 111: Family and Community Engagement

EDU 113: Response to Intervention

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Passageway is a fiscal resource to students and parents who need additional financial assistance

for post-secondary education and training. Initial scholarships may be up to $1500, and recipients

are eligible for scholarship increases each semester if they maintain a GPA of 2.0 or greater. Since

established, Passageway has provided over $1,000,000 in tuition and financial assistance to ROP

scholars. For additional information, please refer to the 2017-2018 Passageway Annual Report

located in Appendix J.

Grant Writing. ROP has grant writers on staff who have been successful in raising funds to

enhance the programming and opportunities in our schools. The grant writers will research and

pursue education grants and grants for recreational opportunities and equipment for the Arkansas

Residential Treatment Facilities.

Business Partnerships. ROP will, through its Community Advisory Board, contact local area

businesses to maximize opportunities for the students. We will continue to partner with the Boys

and Girls Club, a partnership we developed at AJATC, and will create new partnerships within

each of the four facility communities. We will elicit their ideas and support for enhancing school

and daily programming.

Technological Resources

Computers. Millennial youth are

technologically savvy, and the education

staff will encourage the students’ use of

technology, while teaching them the

skills and knowledge necessary to thrive

in a digital world. The students rely on

computers for instructional delivery,

assessment, credit recovery, completing

assignments, and overall digital learning.

A student’s academic success is

dependent on functioning computers

with updated software.

The Education Staff and IT Support Staff

will follow the DYS policies and

procedures related to Computer Based Learning and Use of Technology Media. Primarily,

students’ use of the Internet will be solely for the purpose of education during school hours.

Students will be instructed in proper technology use and will be required to fill out the necessary

DYS Student Access Form, which will be sent to the DYS Information Group. As part of the

technology use training, pro-social norms relating to respect for property will be reinforced, and

students will sign the ROP Computer Usage Policy. While on the internet during school hours,

youth will be supervised by Education Staff to ensure appropriate use and content. In the case of

a suspected breach of content or virus, DYS IT staff will be notified immediately, and the computer

will be taken out of use until the issue is resolved.

Media in the School Library and Dormitories. Upon award of contract, ROP will provide the

four facilities with library books and resources totaling over $5,000 and will exceed the 8:1 book-

to-student ratio requested in the RFP. The GED Instructor will supervise and maintain the school



library and the extra-curricular media options within the dormitories, establishing procedures for

checking out and returning items and creating a flexible schedule for student time in the library.

As an added privilege for students, ROP will purchase Amazon Fire kids-edition tablets for

students to check out with pre-loaded, DYS approved media. The tablets will be password-

protected; students will not have online access, nor will they have the ability to download

additional material. Students will only have access to preapproved materials deemed age

appropriate and following DYS technology and media guidelines. Reading material will include

literary fiction and nonfiction texts, including magazines and newspapers, at various reading

levels. Additional media options include art and design books, documentaries, inspirational or

educational videos, educational games, and even music.

D. Describe your organization’s methods and strategies to provide individualized learning experiences.

Although ROP will not be providing core content area instruction, we will use our established

methods and resources purposefully and effectively in every classroom. As co-teachers, we will

share our instructional tools and strategies with Virtual Arkansas teachers, participating in weekly

PLCs to discuss student learning issues and communicating with VA regularly. Our Education

Staff will put ROP philosophy, trainings and tools into practice.

The blended learning model created through the ROP and VA partnership will enable educational

staff to remain responsive to student learning needs. Within this model, students will have access

to individual tutoring for additional scaffolding of online instruction with the support of Education

Coaches and the Special Education Teacher. With Virtual Arkansas’ “Flexed-Paced” courses, the

pacing of coursework may be adjusted to enable students to master important content on their own

time. Once the academic culture has been established, students will work on project-based learning

activities and participate in collaborative projects, either independently or guided by Education

Staff. Students will have opportunities for Advanced Placement coursework, or dual-enrollment

options through Passageway Scholarship Foundation funds. The blended learning model provides

educators with the tools, space, and time for differentiating instruction.

Assessments. Differentiation of instruction begins with reliable, valid assessments to ascertain

specific learning needs. Within the first 10 days of enrollment, students take STAR 360 diagnostic

assessments in order to screen for their reading and math achievement levels. These highly reliable,

valid, and efficient standards-based measures of student performance in reading and math provide

valuable information regarding the acquisition of skills along a continuum of learning

expectations. This information will be shared with VA Teachers.

The assessment outcomes permit Virtual Arkansas teachers and ROP education staff to remediate

students and adjust curriculum to meet each learner’s unique needs. Data collected from the

assessments set the foundation for our collaborative Professional Learning Community (PLCs)

Meetings with Virtual Arkansas staff. The essential elements of our PLC is a collaborative venture

amongst staff to focus on student learning, assess and improve teaching effectiveness, and uses of

“assessment for learning”.

We will also facilitate state assessments following ADE guidelines.



Instructional Differentiation

Working in consult with Virtual Arkansas Teachers and Administrators, our site Special Education

Teacher will participate in PLCs/DYS Teacher meetings and construct weekly communication

strategies to ensure that VA Teachers have the information they need to differentiate instruction

for the following populations:

Title I Class (Remediation) Offerings. The Education Coordinator will use STAR 360

data, state assessment information and other educational records to ascertain the students’

skill levels. The Special Education Teacher will share the performance data with VA

Teachers and the VA Director of Curriculum and Instruction to assist in determining

appropriate remediation measures if proficiency in reading or math is two or more grade

levels behind the academic grade.

Acceleration. Some students may need less time to learn the curriculum. To sufficiently

challenge a student, the Special Education Teacher will consult with the VA Teachers to

determine if VA “Flex-Paced” coursework is appropriate.

Gifted and Talented (GT). Students who are gifted have learning needs that go beyond

what is traditionally offered in the regular classroom. The Education Coordinator will

enroll GT youth in appropriate course work, consulting with Virtual Arkansas staff when

necessary. Again, the blended-learning model provides the flexibility to enable gifted

students to pursue topics of study in greater depth, pursue advanced placement or dual

enrollment options, and advance through activities at a faster pace through the “Flex-

Paced” courses offered by Virtual Arkansas.

English Language Learners (ELL). Addressing these needs involves communicating with

VA teachers as well as ROP Education Staff and ensuring they have the assessment

information required for adapting instruction. Students whose dominant language is not

English (identified on the Home Language Survey or other school documents) will receive

assessments in reading, spoken, and written English proficiency using the Arkansas

English Language Development Assessment (ELDA) which tests English Language

Learners or Limited English Proficient students to determine their level of proficiency.

Needs assessments will be outlined and students will receive the appropriate interventions

in compliance with state and federal guidelines. The school will contact DYS for

translation services for students if needed. ROP will provide English as Second Language

(ESL) instructional materials that will be used to correlate with state and district curriculum

standards and benchmarks.

Individualized Attention and Academic Guidance Counseling

Student Success Plans. Upon intake, the Education Coordinator will meet with each student to

review education records within two days and draft a Student Success Plan for each student. The

Education Coordinator will use a Record Review Checklist to ensure that all appropriate records

have been reviewed and that all pertinent information has been provided to DYS Registrar. If

transcripts or other records are missing, the Education Coordinator will make a minimum of three

transcript requests within 10 days after intake and will document those requests on the Record

Review Checklist. Each student will also participate in STAR 360 intake testing to help determine

the student’s academic level. These scores will be recorded on the Student Success Plan.



This academic planning will provide the student with the information he/she needs to understand

what the diploma requirements are so he/she is able to make decisions about the future. The

Education Coordinator will ensure that the student is enrolled in the appropriate courses. During

this process, students will be made aware of Passageway Scholarship Foundation opportunities

and learn of other ROP students who are using Passageway to pursue their post-secondary and

vocational goals. The Student Success Plan and Course Schedule will be shared with parents and

treatment provider(s) to ensure case coordination. All information will be provided to members

of the Multi-Disciplinary Team.

System for Determining Placement of Graduation Pathways. Because students have different

needs and educational goals, they will be identified as distinct cohorts of students and placed into

different pathways, aligned with the Educational Pathways flowchart guidelines:

Graduation Pathway Determination Guidelines

Post-Secondary Path Youth who have a GED or diploma

High School Diploma Path Youth is 16 or younger

Youth is 17 with a min. 1 year of HS credit or an IEP

Youth is 18 or older and less than 2 years behind in HS credits

GED Path Youth is 17, has less than 1 year of HS credit and no IEP, and

demonstrates at least an 8.5 overall score on the TABE test

Youth is 18 or older and is 2 or more years behind in HS credits

Credit Recovery. Students needing mastery over specific concepts within a subject or who need to

make up failed classes may be enrolled in online curricula provided through Virtual Arkansas or

Edgenuity online curricula. As an organization, ROP will purchase 10 licenses for Edgenuity that

can be used flexibly across the state and is able to provide this second credit recovery option. In

our experience at AJATC and other ROP locations, students often find success academically

through Edgenuity, as its direct instruction components tend to be shorter, and the curriculum

provides multiple opportunities for review of content objectives. ROP education staff will assist

the student in their online curriculum by monitoring their progress and providing supplemental

materials if needed.

Junior High Coursework. Given the student information provided within the RFP, we anticipate

serving junior high students within the system. Again, Edgenuity will be a valuable tool, as it

offers online junior high coursework.

GED. Students wanting to take their General Educational Development (GED) will remain in a

diploma path until they meet the GED requirements. Prior to taking the GED test, applicants must

pass the official GED Ready Test with a score of 145 on each of the four tests in the battery.

Students 16 and 17 years old will be approved to take the official GED® test after having met the

provisions required by state and federal mandates. Our site-based GED Instructors will assist the

students in targeting areas of weakness and providing educational supports to help each student

pass their tests.



E. Describe your organization’s experience, methodology, strategies, and methods to educate juveniles with learning disabilities.

ROP has over 35 years of experience educating juveniles with learning disabilities. Last year, ROP

provided services to over 500 students with learning disabilities and from our internal QA process,

all programs were compliant with IDEA guidelines and local state special education expectations

and regulations. ROP special education departments have consistently followed IDEA guidelines

and all are 100% compliant, as documented on internal audits over the last five years.

All ROP programs employ certified teachers to provide adequate and appropriate services to

students with learning disabilities. ROP will adhere to and implement special education services

in conformance with all federal, state, and local laws, including but not limited to the Individuals

with Disabilities Education Act (IDEA) and Section 504 of the Rehabilitation Act of 1973, Title

II of the American with Disabilities Act of 1990.

The Special Education Teacher will establish and oversee a strong and knowledgeable team based

on the foundation of ADE’s special education regulations and policies. Students with disabilities

enrolled in public schools, including ROP, are entitled to a free appropriate public education

(FAPE) in the least restrictive environment. Section 504 regulations include several procedural

components regarding the provision of FAPE. Among these requirements is the explanation of an

appropriate education that may include regular or special education and related aids and services

to accommodate the unique needs of individuals with disabilities. ROP will ensure that programs

meet individual needs through the development of an Individual Education Program (IEP) for each

student with a disability.

SPED Model

The Special Education Teacher will have full oversight of the Special education processes and

IEPs. The ROP District of Special Education will supervise special education staff and ensure

professional development training with the support and expertise of the DYS and ADE. The

Special Education Teacher will provide classroom monitoring and instructional coaching services

in order to meet all special education learning needs and improve instruction in all content areas.

The Special Education Teachers will maintain up-to-date documentation to include special

education records and all documents will be filed in each student’s folder.

If the ROP staff suspects a disability or a student self-reports, the school will immediately

implement services and modify once the IEP is received and reviewed. Many students with a

disability may only need small changes to the way they are instructed and tested to be able to

participate and be successful in their classes.

The Education Staff will coordinate with students, parents, and the IEP team to begin the transfer

process within the first five days of enrollment. Notice of at least 14 days will be given within 30

days of enrollment. If the IEP or evaluation is expired, the Special Education Teacher will draft

the appropriate documents and notify the following IEP members below in writing, pursuant to

IDEA (at §§300.321):

The parents of the student

One regular education teacher of the student, or where appropriate, not less than one special

education provider of the student



Staff that will interpret the instructional implications of evaluation results

Other staff who have knowledge regarding the student

School Education Teacher and DYS Special Education Representative (if applicable)

ROP budgeted for four Special Education Teachers (one for each site) to provide students with

special needs a broad continuum of supports (1:10 Special Education Teacher/student ratio)

conducive to successful academic performance. Each ROP Special Education teacher will

annually review the ROP Special Education Suite Training, and ADE rules and regulations. The

Special Education Team (ROP District Special Education Director, Special Education Teacher,

Education Coordinator) will meet monthly to review student case load, discuss IEP compliance,

trainings needed for them and general education staff, and review student progress monitoring

data. The goal is to employ Special Education Teachers who have completed a degreed program

and have knowledge of ADE’s special education regulations and policies.

ROP realizes that an IEP is only purposeful if it guides instruction and is implemented correctly;

otherwise, it is simply a piece of paper. The Special Education Teacher will provide all

modifications and accommodations in the classroom in order to meet all special education learning

needs and improve instruction in all content areas.

Special Education Delivery Model. The initial evaluation shall consist of procedures to determine

if a student has a disability, as defined, and to determine the education needs of the student. In

conducting the evaluation, the school shall:

Use a variety of assessment tools and strategies to gather relevant, functional and

development information, including information provided by the parent that may assist in

determining whether the student is a student with a disability, and the content of the

student’s IEP, including information related to enabling the child to progress in the general

curriculum.

Follow evaluation procedures as outlined by state and federal mandates, ensuring that all

evaluation components are obtained as required

Use technically sound instruments that may assess the relative contribution of cognitive

and behavioral factors, in addition to physical or developmental factors

Use assessment tools and strategies to provide relevant information that directly assists in

determining the educational needs of the student.

In Class and Out of Class Provisions. Each VA teacher will have a copy of the special education

roster outlining the student name, disability, IEP and reevaluation date, related services,

accommodations, assessment and modifications for the classroom.

Pullouts. Class pullouts will be accompanied by a Special Education Teacher, when

appropriate, to maintain IEP compliance and appropriate services for students. Special

Education Teacher will work one-on-one with students and document student progress and

provide feedback to the core content teacher.

Small Group Pull Out. Small pullouts may be required for a small group of students when

students are struggling on a certain skill or content area. A Special Education Teacher will

provide educational services to those students, document progress, and provide feedback

to the appropriate VA general teacher.



Child Find. ROP will utilize the DYS Child Find plan to guarantee that each student

assigned to the four residential facilities in need of special education and related services

is identified and evaluated. Once identified, ROP will ensure identified youth are provided

the necessary supports to reach their full academic achievement.

Response to Interventions (RTI). ROP will use the RTI Process to assist in meeting the

needs of students who are at risk for failure due to academic and behavioral concerns. Data

is used to drive decisions about student progress and to determine the appropriate

instructional plan necessary for a student to achieve grade-level success. RTI at ROP will

follow a three-tiered process. Universal screening to benchmark all students will occur

three times a year – in the fall, winter, and spring. Regardless of tier determination, all

students will receive powerful core curriculum. At Tier 3, there will be a recommendation

from the Special Education Teacher for a referral for IDEA or 504 based on the evaluation

findings.

Special Education Referral, Evaluation, Eligibility Determination and Reevaluation

Process. A multidisciplinary team is organized to conduct evaluations and interpret data

from multiple sources, and attend IEP meetings. Parents will be offered a copy of the

procedural safeguards notice in their fluent language. Action is taken on referrals and the

ROP District Special Education Director will keep the DYS Superintendent informed as

needed. Re-evaluations and special evaluations will be completed according to the process

outlined in ADE’s special education regulations and policies and IDEA guidelines.

Individualized Education Programs (IEP). All IEPs will outline accommodations, modifications,

goals and objectives, and related services. Services and supports are implemented immediately

following IEP development. Each special education student will have a file housing the following

documents: notices of meetings, copies of correspondence, assessment data, contact logs,

communication logs, copies of current and past IEPs, and original signature pages. The

compliance components of the IEP will be entered in the Reporting System designated by the DYS

Registrar. ROP will educate in the “least restrictive environment appropriate” to meet the “unique

needs” of our students.

Confidentiality of Information, Procedural Safeguards and Dispute Resolution Process for

Parents and Children. The IEP files will be stored in a locked fireproof file cabinet at all times.

When accessing special education files, school personnel will need to complete an Access of

Records form. If a parent revokes services at any time for their student, the school will inform

parents of their rights and protections, and document appropriate information to place in the

student’s file.

Transfer Policy. Students are provided due process rights when removed from educational

placement for disciplinary reasons. Based on a Functional Behavior Assessment, a Behavior

Intervention Plan is developed with parent consent, and in collaboration with the appropriate DYS

personnel. While a special education student is on a special management plan, or on a unit for

medical or safety reasons, a Special Education Teacher will provide educational services for the

student, document educational services provided, and provide feedback to the appropriate general

education teacher. If a special education student is moved to a JDC for a “time out” more than

two times within a 12-month period, the IEP team will conduct a manifestation determination with

the 10 days of the third JDC assignment.

Systematic Documentation of Student Progress on IEPs. Teachers will document the progress of

the student’s goals and objectives on a quarterly basis. The documentation will be placed in the



student’s academic file and monitored by the school administrative staff for compliance. Related

services (speech, occupational, physical, or psychological counseling beyond the normal

therapeutic milieu) will be provided as determined from evaluation data. Companies will be

contracted to provide services as needed. The IEP guides the academic needs of the student and

is based on the goals and objectives set by the IEP team. Reevaluations for continuance of services,

additions, or deletion of services will take place every three years.

F. Provide a school day schedule, which aligns with Arkansas Department of Education standards.

Our goal is to reverse the trend of academic failure and prepare youth for college, trade school, or

to enter the workforce. The mission of ROP reflects this commitment and seeks to provide a

comprehensive, multi-tiered learning environment that ensures student success. ROP has a

relentless focus on life-changing results for all students.

Calendar and Daily School Schedule

The schedule description that follows reflects a 220 school day (180 days plus two summer

sessions, consisting of 20 days each). The schedule follows ADE guidelines for mandatory

instructional time. Please note that this schedule is a proposal. ROP is willing to work with DYS

and VA to ensure the most appropriate schedule for each site.

Daily School Schedule

(M, W, F)

Time

(5-minute passing time) Education Staff report time, morning brief 7:00-7:30

Academic Period 1 7:30-9:00

Treatment Group One (School, 2nd period study hall block) 9:05-10:05

Snack 10:05-10:10

3rd Period MPE Class 10:10-11:10

Lunch (Tutor groups, remedial interventions, ACT and GED preparation

in small groups)

11:15-12:15



Snack 3:30-3:40

Treatment Groups 3:40-4:40

9th block (CTE, sports, REC time, and Goodwill program) 4:45-6:20

Dinner 6:20-7:20

Notes:

There is a modified schedule for Tuesday and Thursday to accommodate VA schedule

9th Block will consist of Sports, Enrichment, and CTE five days a week

Credits are earned by completing course work and class time

120 clock hours and passing coursework equal one credit



Daily School Schedule

(T, TH)

Time

(5-minute passing time) Education Staff report time, morning brief, planning time 7:00-8:00


Academic Period 2 (to include snack) 9:00-9:55


Lunch (Tutor groups, remedial interventions, ACT and GED preparation

in small groups)

11:00-12:30



Academic Period 6 (to include snack) 2:35-3:30

Treatment Groups 3:40-4:40

9th block (CTE, sports, REC time, and Goodwill program) 4:45-6:20

Dinner 6:20-7:20

The school calendar will outline staff development, assessment weeks, graduations, rituals, and

traditions. Education staff will play a leading role in facilitating assemblies and other school-wide

celebrations. The calendar will document staff planning days where teachers will engage in

required recertification as well as relevant educational training needed to improve student learning

and classroom instruction. Teacher training and staff development will occur weekly.

G. Describe your organization’s experience, methodology, strategies and methods to provide vocational education and career readiness opportunities.

Rite of Passage understands the importance of meaningful work-based learning. Job shadowing,

mentorships, internships, etc. are invaluable for our students to become productive and

contributing citizens in their communities Our programs have CTE classrooms and instructors

with knowledge of their field to support this important program element.

Through the comprehensive CTE program. ROP will also create opportunities for students to

obtain vocational skills to increase their protective factors, and reduce their risk factors with the

objective of eliminating future criminogenic activities. Research has shown that gainful

employment can be a gateway to successful

community re-entry and can reduce recidivism

(Nathan 2012) specifically for youth who develop

job skills prior to their program completion (Bullis

et al. 2002). A Career and Technical Education

(CTE) program is an integral aspect of creating a

well-rounded education for youth and preparing

them for their future. Statistics show that creating

interest in careers and securing resources to fulfill

that interest is one of the most effective educational

elements for preventing youth from dropping out of

school. In our CTE programs students will learn

how their core academic subjects like math,

science, and writing are used in real-life.



College and Career Exploration. Youth will begin exploring their college and career options by

completing a variety of assessments. These assessments include the Kuder Career Assessment

and a multiple intelligence test that will help students understand their strengths and talents.

Students will also complete a Student Success Plan with the Education Coordinator, and under the

guidance of the CTE Instructor, the student will develop career goals.

Employment Skills. All students will be required to create an Academic and Career Portfolio

featuring a resume, cover letter, thank you letter and reflective letter tying their interests, skills and

long-range goals into a professional portfolio that can be presented to an employer. For youth on

the college track, the reflective letter will be tailored toward a college entry narrative. ROP also

offers a strong partnership with Goodwill Industries and Arkansas Rehabilitative Services that will

implement a work-study program at each site.

CTE Programs and ACE Standards. In line with the vision of the Arkansas Department of Career

Exploration (ACE), “Reflect…Transform…Lead,” Career and Technical Education is a priority in

all ROP programs. Training, certification, and employability are essential CTE elements. Our

CTE program structure aligns with the ACE curriculum framework and DYS guidelines.

Currently, ROP provides certain certification programs to all students: Adult and Infant CPR and

First Aid, General Industry OSHA, keyboarding, and basic computer literacy. The CTE program

gives every student a minimum of one baseline nationally-recognized certification. ROP proposes

the following CTE programs:

Heartsaver® First Aid is offered by the American Heart Association (AHA). Heartsaver® Cardiopulmonary Resuscitation (CPR) is offered through the Heartsaver®

American Heart Association.

Occupational Safety and Health Administration (OSHA) certification is provided for

students who complete at least 68 contact hours through the nationally-recognized

instruction.

Mavis Beacon Keyboarding curriculum provides

keyboard instruction and assessment to increase

typing proficiency to a minimum of 35 words per

minute (WPM).

Robotics curriculum is designed to help students

master the fundamentals of robotics and the

engineering design process while learning to use

design software.

During the first year of operations, upon award of contract, ROP will provide training in building

trades following the Paxton Patterson curriculum at the three locations serving males, and will

offer training in cosmetology and Certified Nursing Assistant (CNA) coursework at Harrisburg.

The chart below outlines additional potential CTE and certification programs to be offered at each

facility. ROP will align each CTE Program Curriculum to model the respective ACE curriculum

framework. These proposed vocations are based on long term Arkansas employment projections,

which project the state’s fastest growing industries from 2016-2026 will be health care,

construction and business servicesi.



Industry Recognized Certifications

CTE Track Description Certification/Partner Facility

Barbering

The barbering program prepares students

to work in a barbershop or salon. Each

month the barbershop program provides

haircuts for students.

Arkansas Office of Barber and

Cosmetology Licensure Dermott

Hair Braiding

This industry-recognized curriculum

leads to certification that prepares

students for careers in hair braiding and

entrepreneurship.

Arkansas Department of Health

Braiding Licensure Harrisburg

Small Engine

Repair

Students will learn how to troubleshoot

and repair small gasoline engines with

hands-on exercises and tools.

Briggs Stratton Certification Mansfield

Building Trades Experiences in Habitat for Humanity and

specialized individual projects prepare

students for careers in construction.

Paxton Patterson Bldg. and Trade

Curriculum, NCCER

Dermott

Lewisville

Mansfield

Coding

Students will learn programming

language, basic concepts, and background

knowledge. Microsoft Certified Solutions

Associate Lewisville

Culinary Arts Students will learn the fundamentals in

food preparation, service, purchasing,

nutrition and sanitation. Arkansas State University Mansfield

Dermott

Healthcare Services Students provide hands-on health care to

patients Certified Nursing Assistant Harrisburg

Microsoft Office This industry-recognized certification

teaches students MOS (Microsoft Office

Specialist) Microsoft Office Specialist Lewisville

Agriculture

After harvesting the gardens grown, the

students will donate vegetables to local

area homeless shelters. University of Arkansas Dermott

Welding

Basic welding introduction through tool

usage and welding types; designed for

students to continue welding at post-

secondary institutions.

Southeast Education Service

Cooperative Dermott

Capacity Building Leadership. As part of the Single Qualified Partner model, ROP will hire a

state Director of Vocations to create new vocational training opportunities for DYS youth in these

four facilities, provide strategy and direction to the program state-wide and supervise vocational

instructors. We have begun discussions with Southeast Education Cooperative, which serves

Dermott School District, to access Career and Technical Education programming for the Dermott

facility, and upon award of contract, the Vocational Director will contact the other Arkansas

education cooperatives (Guy Fenton Education Cooperative for Mansfield, Southwest Education

Cooperative in Lewisville and Crowley Ridge Cooperative in Harrisburg). Our ultimate goal will

be to provide coursework through certified CTE instructors that enables students to earn high

school credits in addition to vocational certifications. Please refer to Appendix K for an example

of an articulated program in culinary arts that ROP currently provides at other schools.



H. Describe your organization’s experience, methodology, strategies and methods in providing online general education curriculum.

Effectiveness research tells us that the way a program is implemented influences the outcome of

the program. As digital and social media become more and more prevalent in the life of learners,

ROP has been a pioneer with understanding that it was only a matter of time before learning

became “blended” by necessity. Our blending learning model creates a rich, rigorous, and

personalized learning environment. ROP prepares students to leave school as deep critical thinkers

and problem solvers capable of handling any challenge. Our students buy into learning when we

connect them to the real world and to their own interest.

For the past 20 years, ROP has partnered with the following leading providers of online curriculum

and blending solutions to create the ultimate blended learning instructional model:

Program Years of Partnership

2 years of a 5 year contract

10 years

5 years

5 years

Program Fidelity. Fidelity is the faithfulness with which a curriculum or program is

implemented. Research tells us that the way a program is implemented influences the outcome

of the program. ROP’s use and management of online education has incorporated the following

in order to promote fidelity:

The school culture must be nurtured and maintained, just as it is in a regular classroom.

Student passwords are confidential, and students may not share with their peers.

Teachers circulate, collaborate, and provide encouragement, so students will move from

compliance to engagement. The teacher serves as the facilitator during online learning.

Online courses provide extensive, intellectually challenging writing activities

Students are engaged in more deep learning activities such as analysis, synthesis, and

integration of ideas from various sources.

Students must complete a Proof of Study Form to re-take an assessment after two attempts.

This form requires students to explain how they studied and reviewed the content and why

they think they are ready for a test retake.

LEARNING

Acellus@ The Science of Learning



ROP created and implemented a fidelity monitoring process form to communicate what

must happen in the physical classroom where online learning occurs and to provide

practitioners with immediate feedback regarding instructional management and classroom

supervision.

There is ongoing training and technical assistance provided to facilitators.

Students control the pace of their learning and assume ownership over their learning

activities.

To take advantage of all development opportunities and state resources, ROP has contacted Team

Digital, an Arkansas non-profit organization dedicated to providing implementation guidance,

staff development and IT support to schools seeking to develop effective blended learning models.

Guided by the work of Heidi Straker, Team Digital meets with school leadership in an “Envision

Meeting” to assess the school’s needs and progress with blended learning. The organization then

creates a detailed staff development and management plan. Virtual Arkansas has agreed to

participate in the Envision Meeting with ROP educators to research what resources are available

and how they may be utilized at the facility schools.

i Arkansas State-Wide Long-Term Industry and Occupational Projections 2016-2026. Department of Workforce Services. Retrieved from http://www.discover.arkansas.gov/Portals/194/Publications/Projections/2016-2026/LT_St_16_26.pdf


http://www.discover.arkansas.gov/Portals/194/Publications/Projections/2016-2026/LT_St_16_26.pdf

http://www.discover.arkansas.gov/Portals/194/Publications/Projections/2016-2026/LT_St_16_26.pdf


A. Describe experience, practice and methodology for addressing, treating, and preventing trauma to juveniles at the facility, include: strategies for incorporating trauma-informed care in educational and therapeutic programming, physical environment, behavior modification practices, other aspects of care that affect quality of life.

The ROP Integrated Care Model™, introduced previously in Section E.1. General Information is

a framework that defines ROP’s holistic approach to working with youth. The model uses

evidence-based practices and strategies, is provided within a trauma-informed environment, and

supports the recommendations of the National Center for Trauma-Informed Care (NCTIC).

Like all ROP services, therapy and treatment begin with a culture of safety, within supportive and

caring relationships, accomplished by engaged staff who are experienced, competent and vigilant.

With safety as the foundation, the juvenile’s treatment services include understanding his/her

needs and strengths based on results of assessments and clinical diagnostic evaluations. From

these evidence-based evaluations a treatment plan is created collaboratively with the youth, family

and referring agency. The treatment plan goals and objectives allow the opportunity for youth to

learn and practice newly acquired skills within the therapeutic, academic, vocational and

recreational program elements. Ultimately, the student’s success is measured by the attainment of

the prescribed and collaboratively developed treatment goals.

Research Advances ROP’s Practices. A 2013 study commissioned by OJJDP revealed that 93%

of detained youth reported previous exposure to trauma and 57% reported exposure to trauma six

or more times (Abram et al., 2013). Traumatic stress experienced by young offenders plays a key

role in their mental health, behavioral problems and needs (Ford et al., 2013). Research shows that

successful trauma-informed programs help youth identify and manage their trauma-related

reactions and offers means to develop coping skills.

This research has advanced ROP’s practices in developing a trauma-informed culture that responds

to the juvenile’s needs using the UCLA PTSD Trauma Screen/Reaction Index and SAB/VV, to

ensure that services address trauma issues and to prevent further trauma. Coping strategies are

taught using evidence-based curricula such as Seeking Safety and Trauma-Focused Cognitive

Behavioral Therapy (TF-CBT). Staff will be trained on principles of trauma-informed therapeutic

treatment and the Council for Juvenile Justice Reform’s recommendations for promoting safety in

facilities.

Trauma-Informed Care in Programming and Environment

ROP’s safe, strength-based and trauma-informed environment supports positive youth

development and genuine change. By using proven interventions in accordance with current

research, the living environment is conducive to providing effective treatment and services in all

functional areas.

E.5 Treatment and Case Management



The ROP Integrated Care Model™ integrates Social Learning Theory (Bandura, 1977), which

asserts that people learn through modeling and by observation of others and includes John

Gottman’s (1999) work describing the value of positive verbal reinforcement at a ratio of 5:1.

Gender-responsive approaches and research-based approaches are utilized because they offer

particular sensitivities to our population and their stages of development. ROP programming also

includes a variety of holistic activities and groups to support overall well-being and improved

quality of life such as: art, music, recreation, athletics, physical fitness, academics, spiritual and

cultural activities, and civic involvement. Part of intrinsic and genuine growth includes not only

healing and addressing behavioral and sociological impediments, but also teaching and modeling

alternative behaviors that bring about sustained changes.

Furthermore, all staff are trained in the Think Trauma curriculum.

Think Trauma: A Training for Staff in Juvenile Justice

Residential Settings is a skills-based, interactive trauma-focused

training curriculum for frontline staff, educators, administrators,

and others who work with adolescents in juvenile justice

residential settings. Developed in four modules, the curriculum is

designed for use in any program serving adolescents with trauma

experiences, and it enables all staff to have a common

understanding of trauma and its impact.

The goals of Think Trauma: A Training for Staff in Juvenile

Justice Residential Settings are:

Provide basic education about trauma to those working with youth

Assist staff to develop empathy and understanding for youth who have experienced

trauma

Learn what strategies may be effective in working with youth with trauma

Assist staff to understand the impact that this work can have upon them

Provide staff and organizations strategies to deal with the array of stressors that come

with working in these systems and with traumatized youth and families

Treatment Services

Treatment services will be provided within a strengths-based, cognitive-behavioral and trauma-

informed environment by qualified clinical staff and guided by evidence-based principles. The

strengths-based approach is consistent with the ROP Integrated Care Model™ program

philosophy, as it shifts away from a deficit focus, and emphasizes attachment and skill building.

This approach embraces Positive Youth Development concepts and acknowledges each youth’s

unique set of assets and engages the family as a partner. ROP will utilize a cognitive-behavioral

framework in nearly every aspect of programming, as it is the most researched and effective model

for youth in the juvenile justice system. Meta-analyses of CBT programs show that they have a

significant desirable impact on the reduction of future criminal activities (Ladenberger and Lipsey,

2005).



ROP continually evaluates and

analyzes the population profile of its

youth in order to determine their

presenting issues. The DSM-5

Diagnoses chart (see inset) is a recent

example (January, 2016) of the

analysis conducted by ROP at a facility

serving a similar population. ROP has

extensive experience in meeting the

needs of youth, finding underlying

causes often rooted in mental health

disorders, substance abuse, trauma and

socio-economic instability.

ROP is mindful of following national trends in profiles of youth in the juvenile justice system and

youth in custody and also employs an internal mechanism to evaluate youth profiles in all programs

to ensure that treatment services are calibrated to meet the specific needs of the juvenile population

in each of our facilities. We will utilize the DYS Initial Treatment Plan, based upon assessments

conducted by the DYS Assessment Unit, to develop, implement, review and update the

Individualized Master Treatment Plan. The following Treatment Groups and Services support the

DYS emphasis in addressing these needs by providing individualized rehabilitative services,

cognitive behavioral therapy modalities, gender-specific relational models, trauma-informed

interventions, restorative justice practices and a family-centered approach.

Treatment Groups

Groups are predominantly open-ended, allowing new

students to join regardless of when they are admitted.

Treatment groups that have specific start/end dates are

scheduled in continuous rotations for 6-8 week

sessions. The following evidence-based individual and

group therapies will be provided as determined by the

Individual Treatment Plan created with the youth and

family that includes recommendations from the DYS

Diagnostic Unit and the ROP Clinical Team. The

population groups at each of the four residential

treatment facilities will be matched to the treatment

group that best meets his/her individual needs.

Core Groups. ROP will provide the following core groups at each facility to the youth based on

their primary risks/needs:

Aggression Replacement Training, 3rd Edition (Glick & Gibbs, 2010) curricula

includes: Social Skills Training, Anger Control Training and Moral Reasoning.

OJJDP and research (Landenberger and Lipsey, 2005) conclude ART curriculum

is correlated to a reduction in recidivism; Frequency/duration: three 60-minute

sessions/week; facilitated by Master or Bachelor level certified ART facilitator;

ratio of 1:8 to 1:12.

Presenting DSM Diagnosis %

Conduct Disorder 83%

Treatment Level Substance Abuse 77%

Attention Deficit Hyperactivity Disorder 23%

PTSD 21%

3 or More Diagnoses 53%

Core Treatment Groups

Aggression Replacement Training

(ART)

Thinking for a Change (T4C)

Trauma-Focused Cognitive

Behavioral Therapy (TF-CBT)

Seeking Safety

Restorative Solutions/Victim

Empathy

Positive Skill Development Groups

Student Resource Guides

Aggression , , Replacement . Training

'-



Thinking for a Change, version 3.1 (Bush, Glick and Taymans, 2011) is a

cognitive-behavioral curriculum that concentrates on changing criminogenic

thinking. An extensive body of research shows cognitive-behavioral

programming reduces recidivism of offenders (Landenberger and Lipsey, 2005).

Frequency/duration: three 60-minute blocks/week for 8-weeks; facilitated by

Master or Bachelor level Educators certified by UCCI; ratio of 1:8 to 1:12.

Trauma-Focused CBT (TF-CBT) is an evidence-based treatment for youth

impacted by trauma and their parents or caregivers. TF-CBT is a short-term

treatment model that improves a range of trauma-related outcomes with the

youth and caregiver. TF-CBT effectively addresses posttraumatic stress

disorder (PTSD) and many other trauma impacts, including affective symptoms

(e.g., depressive, anxiety), cognitive distortions and behavioral problems, as well as improving the

participating parent’s or caregiver’s personal distress about the child’s traumatic experience,

effective parenting skills, and supportive interactions. Frequency/duration: two 55-minute

sessions/week; facilitated by a Therapist trained and certified in TF-CBT; ratio of 1:8 to 1:12.

Seeking Safety: A Treatment Manual for PTSD and Substance Abuse, 1st Edition (Najavits, 2002),

is an integrative treatment approach developed for youth presenting with traumatic stress and/or

substance use disorders. Efficacy is supported by the Psychotherapy Division of the

American Psychologic Association and the International Society for Traumatic

Stress Studies. Frequency/duration: twice/week for 60 minutes; facilitated by a

Therapist; ratio of 1:8 to 1:12. This is also offered within an individual modality.

Restorative Solutions/Victim Empathy (Colorado School Mediation

Project/Restorative Solutions, 2002). This restorative justice

curriculum includes skill-building lessons that expose students to Restorative

Community Justice Concepts, including victim empathy, repairing harm, reducing

risk and rebuilding community. Frequency/duration: one 55-minute session/week;

facilitated by a Therapist trained and certified in the curriculum; ratio of 1:8 to 1:12.

Positive Skill Development Groups Developed from The Prepare Curriculum

(Goldstein, 1999) which targets social and thinking skills. Youth are guided through

learning activities in which they rehearse, practice and role-play skills. Discussion

on skill application reinforces the new knowledge. Frequency/duration: This on-

going group will be conducted 5 times/week for 30-minute sessions, delivered by

Group Living Staff; ratio 1:8 to 1:12.

Student Resource Guides© (Rite of Passage, Inc., 2012). ROP created an eight-

concept series which incorporates evidence-based practices and reinforces

learning through guided practice, journaling and critical thinking activities.

These guides reinforce various social skills and are a complement to the program

and the objectives youth learn as they progress from orientation to transition

planning. In recognition of gender differences, both male and female versions

are available. Students complete these guides during the evenings and weekends.

Frequency/duration: This on-going group will be conducted 5 times/week for

30-60 minute sessions, delivered by Group Living Staff; ratio 1:8 to 1:12. Please see Appendix B

for the first Student Resource Guide concept.

~ f TF-CBT®

T1-ERAPtST cmrn:ATCN PFOGRAM



Core Groups – Substance Abuse. ROP will provide

the following core substance abuse groups to youth

based on their level of substance abuse. Students will

have access to all Educational and Prevention services,

whereas Intervention and Treatment-level services are

administered as prescribed based on assessment data.

All staff providing substance treatment services are

either licensed or certified in the curriculum.

Cognitive Behavioral Intervention for Substance Abuse (University of

Cincinnati, 2012) follows current research and best practices in substance

abuse programming. Cognitive Behavioral Intervention for Substance Abuse

is a curriculum designed for adolescents that are moderate to high need in the

area of substance abuse. The curriculum was developed by UCCI and is well-

suited for this population. Frequency/duration: one 60-minute session/week;

facilitated by a Therapist; ratio of 1:8 to 1:12.

Educational Services are multi-faceted and create environments/conditions that support

behavioral health and a youth’s ability to withstand challenges.

Education Services Hours Ratio Staff

Qualifications Description

Health Class 30 hours 1:20 Teachers

(BA/MA)

Designed for adolescents in juvenile justice

system

Student Resource

Guides varies 1:8/1:12 Group living staff Critical thinking activities and journaling

Prevention Services are delivered prior to onset of a disorder to prevent/reduce risk.

Prevention Services Hours Ratio Staff

Qualifications Description

ART 30 hrs 1:8/1:12 Teachers

(BA/MA)

CBT with three content areas that correct anti-

social thinking

Health/Wellness

Activities 5-10/wk 1:8/1:12 All staff

Active, passive, structured and non-

structured activities

Multi-Family Group 4 hrs/mo 1:8/1:12 Therapist Bi-weekly focused on substance use

PSD Group 4 hrs/wk 1:8/1:12 Case Manager Skill development and role play

Cultural/Spiritual

Activities Varies Varies

Volunteers; group

living

Voluntary religious, cultural and spiritual

activities

Intervention Services recognize warning signs and a youth’s denial by modifying emotional state,

cognition and behavior.

Intervention

Services Hours Ratio Facilitator Description

Seeking Safety 2hr/wk 1:8/1:12 Therapist Integrated substance abuse and trauma

curriculum

UCCI 30 hrs 1:8/1:12 Therapist Substance abuse

T4C 30 hrs 1:8/1:12 Educator/Teacher Cognitive restructuring

Motivational

Interviewing Varies 1:1 Therapist

Enhances intrinsic motivation to initiate

change

Core Substance Abuse

Treatment Groups

Cognitive Behavioral Intervention for

Substance Abuse


Univcrsit)' of Cincinnati Corrections Institute


Treatment Level Services are prescribed to youth who have high symptom levels or diagnosable

disorders. Interventions will explore the connection between family history and addiction,

substance use and violence, patterns of substance use, and behavioral and emotional triggers.

Treatment Hours Ratio Facilitator Description

Psychiatric &

Medical services Varies 1:1 Psychiatrist

Medication evals and follow-up, referral and

consultations

Urinalysis Testing Varies 1:1 Medical Random testing after off-site meeting, home

passes

12-Step Groups 1hr/wk 1:10 Volunteers Voluntary meetings for youth in transition

Individual Family Varies 1:1 Therapist

Offered for high-risk families with history or

favorable attitudes toward substance

abuse/deviant behavior

Relapse Prevention

Plans Varies 1:1

Case Manager/

Community

Partner/DYS

Linkages with agencies/out-patient

Substance Abuse services

Specialized Treatment. In addition to the core treatment groups and curriculum that will be

available to all students in the 4 site locations, ROP will also be providing specialized treatment

that is specifically designed to address the targeted needs of the population group at each facility.

The specialized groups are scheduled and delivered on a rotating basis with the frequency of the

groups determined by the presenting needs of the facility’s population. ROP has structured this

rotating group model to allow students the opportunity to participate in as many different

specialized groups as possible during their stay at the facility.

Moral Reconation Therapy (MRT) is a systematic treatment

strategy that seeks to decrease recidivism among juveniles by

increasing moral reasoning. MRT targets youth who are high

risk to re-offend and/or are high risk in pro-criminal

sentiments, criminal thinking, criminal lifestyle, and anti-

social attitudes/values. MRT’s cognitive-behavioral

approach combines elements from a variety of psychological traditions to progressively address

ego, social, moral, and positive behavioral growth. MRT takes the form of group and individual

counseling under the supervision of MRT-trained mental health professionals. MRT is structured

around 16 objectively defined steps (units) focusing on seven basic treatment issues: confrontation

of beliefs, attitudes, and behaviors; assessment of current relationships; reinforcement of positive

behavior and habits; positive identity formation; enhancement of self-concept; decrease in

Specialized Treatment

Moral Reconation Therapy (Gang Involvement and Criminogenic Behaviors)

ARISE Independent Living Curriculum for Residential Treatment (Extended Jurisdiction Programming)








UCCI I-DECIDE (Sexual Offending)

MRT Moral Reconation Therapy®



hedonism and development of frustration tolerance; and development of higher stages of moral

reasoning. Frequency/duration: two 55-minute sessions/week; facilitated by a Therapist trained

and certified in MRT; ratio of 1:8 to 1:12.

ARISE Independent Living Curriculum for Residential Treatment (Arise

Foundation) which specifically targets teens and young adults aging out of

residential placement. This evidence-based curricula is compatible with the Ansell-

Casey life-skill assessment and domains and provides students with everyday life

skills including finding and keeping a job, money and time management and

making healthy choices. Frequency/duration: one 55-minute session/week;

facilitated by a Case Manager trained in the curriculum; ratio of 1:8 to 1:12.

Gangbusters: Strategies for Prevention and Intervention (Jackson

1998) provides strategies for turning gang members into productive

community members and reversing the trends of gang violence. The

curriculum includes exercises to assist youth in understanding and

breaking through the gang mentality and to develop strategies for the

intervention and suppression of gang behaviors. The curriculum targets

youth involved in violence, crime, and aimlessness youth. Includes

information on understanding and breaking through the gang mentality. Frequency/duration: one

55-minute session/week; facilitated by a Case Manager trained in the curriculum; ratio of 1:8 to

1:12.

Empower Youth Program: The Empower Youth Program is a five-module

curriculum that can be used by anyone who provides services directly to

youth, such as teachers, youth program directors, counselors, mentors,

therapists, and more. It has two chief objectives: to equip youth with

personal safety strategies, and to nurture their empathy for others. By

inspiring students to develop empathy for those around them, the curriculum

distinguishes itself both as an exploitation prevention tool as well as a character education program

with far-reaching transformative potential. Frequency/duration: one 55-minute session/week;

facilitated by a Case Manager trained in the curriculum; ratio of 1:8 to 1:12.

Voices: A Program of Self-Discovery and Empowerment for Girls (Covington,

2004) was created to assist young women in exploring themes of self, connection

with others, healthy living and the journey ahead. The curriculum advocates a

strengths-based approach and uses a variety of therapeutic approaches including

psycho-education, cognitive-behavioral and expressive arts. Frequency/duration:

one 55-minute session/week; facilitated by a Case Manager trained in the

curriculum; ratio of 1:8 to 1:12.

Adolescent Parenting Program (APP) provides support to first-time

pregnant and parenting teens through peer group education. Each

APP serves a caseload of 15-25 teens that may enter the program at

any time during their pregnancy or after their child’s birth.

Participants in the program receive 24 hours of prescriptive group

education with their peers. Supporting adolescent parents to prevent a repeat pregnancy, complete

their high school education, acquire job skills, and improve their parenting skills helps them

become self-sufficient and better able to support themselves and their families. It also establishes

(

!GJtlGBUSTEBS: §"Strateilnllrfllllllill ............



a strong, stable foundation upon which their child will be raised. Frequency/duration: one 55-

minute session/week; facilitated by a Therapist trained in the curriculum; ratio of 1:8 to 1:12.

Safe Dates. The Safe Dates curriculum is an evidence-based curriculum that has

been designated as a model program by the Substance Abuse and Mental Health

Services Administration and selected for the national Registry of Evidence-based

Programs and Practices (NREPP). Safe Dates helps teens recognize the difference

between caring, supportive relationships and controlling, manipulative or abusive

relationships. Students are given information and practice skills that are needed to

create and foster positive relationships. The program is generally nine 50-minute

sessions. It includes a pre and post-test and a one month follow-up. Frequency/duration: one 50-

minute session/week; facilitated by a Therapist trained in the curriculum; ratio of 1:8 to 1:12.

Nurturing Fathers Program (Perlman, 1998) develops positive changes in participants

by targeting key parental behaviors and beliefs. NFP is an evidence-based, 13-week

training course designed to teach parenting and nurturing skills to men. Each 2 ½ hour

class provides proven, effective skills for healthy family relationships and child

development. Frequency/duration: two 75-minute sessions/week; facilitated by a

Therapist trained in the curriculum; ratio of 1:8 to 1:12.

Council for Boys and Young Men (One Circle Foundation, 2012) is a male-

responsive and strengths-based curriculum designed to promote strong, positive

relationships and enable young men to address masculine definitions, behaviors

and build their innate capacities. Frequency/duration: one 55-minute session/week;

facilitated by a Therapist trained in the curriculum; ratio of 1:8 to 1:12.

Univ. of Cincinnati Cognitive-Behavioral Intervention for Sexual Offending

(I-Decide). As identified in the Arkansas Division of Youth Services

Residential Services Review Report issued in September 2018 by the Center

for Children’s Law and Policy, over 72,000 residential bed days were used

from FY 15-17 for youth committing Rape or Sexual Assault offenses. These

offenses resulted in the 2nd and 4th most frequent use of residential bed days in Arkansas during

this time period. This data highlights Arkansas’ critical need for an effective program for juvenile

sex offenders to be included as an essential element of its Transformation Plan.

In order to better serve this challenging

population, ROP has partnered with the

University of Cincinnati Corrections

Institute (UCCI), Center for Criminal

Justice Research (CCJR) in the

development of an evidence-based,

cognitive-behavioral program for juvenile

sex offenders. This curriculum will be

utilized for students on an individual basis

as prescribed in the Individual Master

Treatment Plan. Frequency/duration: two

60-minute sessions/week; facilitated by a

Therapist trained in the curriculum; ratio

of 1:8 to 1:12.

Most Bed Days Used by Top 10 Most

Common Committing Offenses (FY15-17)

0 20,000 40,000 60,000

Theft of Property

Rape

Burglary, Residential

Sexual Assault-2nd Degree

Battery-3rd Degree

Breaking or Entering

Disorderly Conduct

Aggravated Robbery

Terroristic Threatening-2nd Degree

Criminal Mischief-1st Degree

1.

Safe • DATES

COUNCIL fCIIIO'ISMDWU.IIU


Uni,-crsit,· of Cincinnati Corrections Institute


Overview. The treatment curriculum is

based on a cognitive-behavioral therapy

(CBT) model with a focus on targeting

criminogenic risk factors – including

sexual offending and related behaviors

– through cognitive restructuring and

skill acquisition. The basic components

of the programming include a treatment

readiness component, core intervention

modules, and relapse prevention. The

curriculum includes three general

phases and eight modules as follows:

Module 1 focuses on treatment

readiness. This module includes

sessions to review program rules and

expectations, teach the basic skills

needed for successful participation,

enhance motivation for treatment, and

explore life history and current lifestyle

factors associated with sexual abuse and

criminal behavior. Module 2 provides

an introduction to basic CBT concepts

including the behavior chain,

identification of high-risk situations,

and introduction to success planning for relapse prevention and aftercare. Module 3 focuses on

cognitive restructuring. During this module, participants identify cognitive distortions and explore

antisocial attitudes and beliefs supportive of sexual offending behavior. Then they learn cognitive

coping strategies to deal with antisocial thinking. Module 4 focuses on emotional regulation where

participants learn skills to manage their emotions, especially those related to anger and hostility.

Module 5 teaches social skills that address intimacy deficits and conflicts with interpersonal

relationships. Module 6 focuses on problem solving skills. Finally, Module 7 provides relapse

prevention planning and provides opportunities for graduated practice of skills learned while in

the program.

Training and Quality Assurance. To ensure the curricula is implemented with fidelity, training

will be conducted by CCJR Research Associates. The training for ROP staff members will include

formal training on evidence-based practices, the cognitive-behavioral model, and specific program

elements (e.g., program schedule, assessments, behavior modification system, and curricula). In

addition, CCJR Research Associates will be responsible for monitoring implementation and

providing quarterly progress, and will discuss any changes with ROP.

Performance measures will be also be developed that gauge the progress of youth, staff, and

management in meeting target behaviors and goals. Performance measures will include

development and training on the use of group observation forms, client satisfaction surveys, staff

evaluations, and pre-post testing. CCJR Research Associates will train supervisors on how to

maintain fidelity to the evidence-based programs developed for the program.

I-DECIDE

Orientation

•Module 1: Motivational Engagement

•Module 2: Introduction to Basic Cognitive-Behavioral

Core Skills

•Module 3: Cognitive Restructuring

•Module 4: Emotional Regulation

•Module 5: Intimacy Conflicts

•Module 6: Social Skills

Relapse Prevention

•Module 7: Relapse Prevention

•Module 8: Maintenance Sessions



A breakdown of the specialized treatment offerings by site are as follows. Further descriptions of

gender-specific program curriculum is detailed further in Section E.5.B:

Facility Population Identified Curriculum (Specialized Need)

Harrisburg Juvenile Treatment Center

Females, 13-18

Low risk with behavioral

issues, substance abuse,

sexual reactivity


(Sexually Reactive)









Dermott Juvenile Correctional Facility

Males, 17.5 – 20

Moderate to high-risk

with aggression,

substance abuse, sex

offender, and EJJ

Thinking for a Change (Aggression)



(Sex Offender)

Moral Reconation Therapy (Gang

Involvement/Criminogenic Thinking Processes)


ARISE IL Curriculum (Extended Jurisdiction)





Lewisville Juvenile Treatment Center

Males, 13 – 18

Low to moderate risk

with behavioral issues,

substance abuse and

moderate aggression


Involvement)






Mansfield Juvenile Treatment Center

Males, 13-18

Moderate to high risk

with aggression, flight

risk, behavioral issues

and gang involvement


Involvement)








Individual Therapy

Individual therapy is provided and focused on areas identified from the DYS Diagnostic Unit, to

include the DSM-5 diagnoses. Therapy is based on principles of CBT and Motivational

Interviewing and targets goals identified in the Individual Master Treatment Plan. Individual

Therapy is provided by Therapists in 45-60 minute sessions, for a frequency and duration as

prescribed in the Individual Master Treatment Plan, but no less frequently than once per week.

Motivational Interviewing (MI): 3rd Edition (Miller and Rollnick, 2013) elicits

behavior change by helping students explore and resolve ambivalence to help

youth change their behavior through enhancing intrinsic motivation. All

Therapists will be trained in MI.

Sex offender specific therapy shall be provided by a licensed/certified offender

therapist or counselor. Individual Treatment plans will reflect the provision of

weekly individual therapy by a qualified professional to address the specific needs

of each youth.

ROP will utilize the University of Cincinnati Cognitive-Behavioral Intervention for Sexual

Offending (I-Decide) curriculum, which is designed for moderate to high-risk sexual offenders. It

can be delivered as a stand-alone intervention or incorporated into larger programs, particularly

those designed for offenders in the criminal justice system. This intervention integrates cognitive,

behavioral and social learning approaches in which participants learn and practice a variety of

strategies to avoid sexual offending and related behaviors. The program places heavy emphasis on

skill building activities to assist with cognitive, social, emotional and coping skills development.

The content is delivered on an individual basis with a trained therapist. Each session is

approximately 1.5 hours in length.

Support Groups

The following voluntary support groups may be provided for youth with common experiences and

concerns and are supervised by clinical staff. The Individual Treatment Plan will determine

frequency and length of participation.

12-Step Groups such as Living Sober, Al-Anon and Alateen may be utilized if indicated

in the treatment plan and as part of preparation for transition back to home and community.

These would be facilitated by volunteers and supervised by our staff.

Animal Assisted Support Group improves the student’s mental, physical, social and

emotional functioning. Provided with a certified therapy dog.

Grief and Loss Support Group facilitates healing for participants who have experienced

loss of a loved one.

Body Image/ Gender in the Media explores feelings, attitudes and perceptions toward

physical appearance and improves self-esteem in order for girls to have a positive body

image and a healthy relationship with food.



Weekly Treatment Services Schedules

Dermott. Treatment services at the Dermott facility are specifically designed to meet the needs of

moderate-to-high risk boys ages 17.5 to 20. Specialized treatment groups will be conducted to

address the treatment needs of youth in the areas of: aggression, substance abuse, sex-offender

specific programming and extended jurisdiction juveniles. Additionally, programming targeting

the needs of young men in gangs/facing gang pressure, young fathers and male relationship

building.

DERMOTT Monday, Wednesday Friday Treatment Schedule

9:05am – 10:05am Core Treatment Groups (Rotating Groups Offered) ART T4C TF-CBT Seeking Safety Restorative Solutions UCCI Substance Abuse I-Decide Individual Counseling (as prescribed)

3:40pm – 4:40pm Core Treatment Groups / PSD / POC / Individual Counseling (as prescribed)

7:30pm – 8:20pm Education Assistance (Tutoring,/Student Resource Guides) and Positive Skill Development Group

8:20pm – 8:30pm Team Meeting (review of goal completion)

Tuesday and Thursday Treatment Schedule

3:30pm – 4:30pm Core Treatment Groups (Rotating Groups Offered) ART T4C TF-CBT Seeking Safety Restorative Solutions UCCI Substance Abuse I-Decide Individual Counseling (as prescribed)



Saturday Treatment Schedule* (Holiday Schedule will follow Saturday schedule)

10:30am - 11:30am Specialized Treatment Groups (Rotating Groups Offered) MRT (Saturday and Sunday) ARISE Gangbusters Council for Boys and Young Men Nurturing Fathers

12:30pm – 3:00pm Family Visits / Multi-family Therapy / Individual Therapy / Sports /

Recreation / Leisure Time for those w/o visitors

3:00 – 4:15 pm Positive Organization Community Group / Group


Sunday Treatment Schedule*

3:00 – 4:15 pm Specialized Treatment Groups (Rotating Groups Offered) MRT (Saturday and Sunday) ARISE Gangbusters Council for Boys and Young Men Nurturing Fathers




Lewisville. Treatment services at the Lewisville facility are specifically designed to meet the

needs of low-to-moderate risk boys ages 13 to 18. Specialized treatment groups will be

conducted to address the treatment needs of youth in the areas of: moderate aggression,

behavioral issues and substance abuse. Additionally, programming is provided that targets

young fathers and male relationship building.

LEWISVILLE

Monday, Wednesday Friday Treatment Schedule










10:30am - 11:30am Specialized Treatment Groups (Rotating Groups Offered) Council for Boys and Young Men Nurturing Fathers






3:00 – 4:15 pm Specialized Treatment Groups (Rotating Groups Offered) Council for Boys and Young Men Nurturing Fathers




Mansfield. Treatment services at the Mansfield facility are specifically designed to meet the needs

of moderate-to-high risk boys ages 13 to 18. Specialized treatment groups will be conducted to

address the treatment needs of youth in the areas of: aggression, flight risk, behavioral issues and

gang involvement. Additionally, programming is provided that targets young fathers and male

relationship building.

MANSFIELD

Monday, Wednesday Friday Treatment Schedule










10:30am - 11:30am Specialized Treatment Groups (Rotating Groups Offered) Gangbusters Council for Boys and Young Men Nurturing Fathers






3:00 – 4:15 pm Specialized Treatment Groups (Rotating Groups Offered) Gangbusters Council for Boys and Young Men Nurturing Fathers




Harrisburg. Treatment services at the Harrisburg facility are specifically designed to meet the

needs of low-to-moderate risk girls ages 13 to 18. Specialized treatment groups will be conducted

to address the treatment needs of youth in the areas of: behavioral issues, substance abuse and

sexual reactivity. Additionally, programming is delivered that targets the needs of young mothers

and other issues of specific relevance to young females, including empathy-building, healthy

living, gang involvement and female relationship building.

HARRISBURG Monday, Wednesday Friday Treatment Schedule 9:05am – 10:05am Core Treatment Groups (Rotating Groups Offered)

ART T4C TF-CBT Seeking Safety Restorative Solutions UCCI Substance Abuse I-Decide Individual Counseling (as prescribed)









10:30am - 11:30am Specialized Treatment Groups (Rotating Groups Offered) Gangbusters Empower Voices Safe Dates Adolescent Parenting Program (APP)






3:00 – 4:15 pm Specialized Treatment Groups (Rotating Groups Offered) Gangbusters Empower Voices Safe Dates Adolescent Parenting Program (APP)




Physical Environment

Our trauma-responsive services begin at admission.

Newly admitted students will be greeted by

welcoming staff and a trauma-responsive

environment. The design, color scheme and overall

“tone” of normalcy reflect the campus ambiance of

an academy. Strategically placed artwork,

motivational posters and photography will contain

overt and implied positive messages of

empowerment, hope, comfort and inspiration.

Students will be able to personalize their living

spaces with pictures, posters, and other decorations

of their choice as incentives for goal attainment. We

will provide colorful comforters for the beds, and

outfit common areas with colors that set the stage

for a therapeutic, calming and welcoming

environment.

Additionally, ROP will continue to implement the following design elements which articulate our

commitment to gender-specific normative environments:

Facility furnishings that set the stage for a gender-responsive culture and complement the

existing colors to create a therapeutic, calming and welcoming environment. Furnishings

and fixtures will be durable, easy to maintain, and appropriate for the type of residential

treatment facility.

Classrooms, dayrooms and multi-use program spaces with movable furniture for flexibility

to accommodate a variety of treatment activities and teaching methods. The respect for

relationships in a gendered context has important implications for design elements.

Whenever possible, spaces will encourage interaction and relationship building between

staff and students, by providing settings conducive to small groups where individuals feel

comfortable having personal conversations;

Maximum sightlines, visibility and supervision. The indoor and outdoor layout of facility

furnishings will provide direct visual access in all classroom, program and recreational

spaces, with electronic camera surveillance utilized safely and appropriately and as

inconspicuously as possible;

Family-style eating in the dining room that encourages positive socialization and

preparation for a normative culture and return to the community;

Adding little touches that make a comfortable and personalized living environment by

providing blinds/curtains to windows, dayrooms with bookcases and appropriate reading

materials on gender-specific issues, security-grade display cabinets and bulletin boards to

display students’ work, personal hygiene equipment such as blow dryers, wall decorations,

posters and other items that enhance, honor and respect the student’s perspective;



Privacy in the medical exam room, showers, bathrooms and where body searches are

performed without compromising security. Opaque shower curtains, privacy covers on

bedroom windows, and diffused or obscured

glazing allows light into the room and staff

monitoring of the students. These design

elements are critical to prevent students from

reliving issues of victimization;

ROP is a proud steward of the facilities it manages.

Regular care is taken to maintain facility grounds and

interior spaces. We involve students in the

improvement/beautification process such as

landscaping and mural painting. Murals, like the

artwork hung upon the walls, are objects of beauty and

inspiration to remind our students of their futures, not

their past.

Trauma-Informed Care in Behavior Modification Practices

A critical component of the ROP Integrated Care Model™ and an integral part of the ROP

behavior management system is Positive Organization Culture (POC). POC encourages Positive

Youth Development (PYD) by promoting and supporting continuous opportunities for youth

engagement with staff, who all live and model pro-social norms. The varied opportunities at ROP

provide a venue for staff and students to work together, encouraging healthy relationships and

fostering mutual respect, which naturally reduces incidents and the need for restrictive

interventions. Without strong relationships, safety and security measures are likely to fail (Butler

et al., 2006). Therefore, therapeutic rapport, engagement and trust in a structured and predictable

environment are essential in responding to and guiding all interactions with youth. These practices

are especially relevant in light of national trends that reveal a high percentage of youth in the

juvenile justice system diagnosed with conduct disorder with a substantial increase of youth

presenting with multiple and complex mental health diagnoses. Staff have utilized, practiced and

modified POC principles to adapt to changing youth profiles since ROP’s inception, yielding a

proven safety record which is the foundation for effective care and programming.

Program Incentives to Reinforce Behavior. ROP utilizes

privileges and reinforcers that are relational, tangible and

correspond with the program’s Four-tier Formal Status

System™. Rewards and incentives include: positive

affirmations, special events, normalized age-appropriate

extracurricular activities, special dinners, graduation

ceremonies, award banquets, “Youth of the Week/Month”

and material things that may include letterman jackets or

items of the youth’s choice.

The behavior management system is designed to provide

students with maximum positive feedback for pro-social

behaviors and newly learned skills and minimizes

emotional responses to inappropriate behaviors.



The four supporting components of the graduated level system include:

Immediate Feedback – Continuous daily feedback appropriate to the behavior.

Force Field Analysis – Force Field Analysis (point/level system) is trauma–informed with

specific warranting behaviors that grant points and also deduct points based on behavior

and performance, all in which have consequences. ROP’s behavior management program

is individualized to address the needs of each student. One tool supporting this approach

and designed to maximize daily feedback to the student regarding successful behavioral

change is the ROP Force Field Analysis (FFA) process. The FFA process measures a

youth’s behavior on a daily basis, as it relates to how he/she is fulfilling Individualized

Treatment Plan objectives and demonstrating pro-social skills. The three-level FFA system

includes a Green, Yellow or Red rating:

Green - indicates consistently demonstrating pro-social skills in all aspects of the

program and is meeting objectives on the Individualized Treatment Plan.

Yellow - indicates a rating where the youth is demonstrating pro-social skills in

some aspects of the program and meeting some objectives on the Individualized

Treatment Plan.

Red - indicates a student is not consistently demonstrating pro-social skills, and not

meeting objectives on the Individualized Treatment Plan.

Four-Tier Formal Status System. Through this system (explained in more detail in Section

E.3), self-paced promotions relate directly to the student’s progress on his/her

Individualized Treatment Plan, developed in coordination with the MDT. This Four-Tier

Formal Status System is a way for a youth to measure his/her own progress through the

program. Their ability to demonstrate new skills, manage personal behavior, complete

written or oral assignments and accept and receive feedback all contribute to their ability

to progress through the following stages:

Tier 1 (Rookie / Novice) – Commences upon entry and is the Orientation Phase of

the program. In this tier we develop a Needs and Service Plan for the student that

includes identifying any trauma-specific, mental health, medical and education

needs of the student.

Tier 2 (Intern) – Demonstrates commitment to follow the milieu’s basic rules and

norms. Begins to identify trauma triggers, counterproductive responses,

maladaptive behavior patterns, coping skills and strengths. Interns are eligible for

some special group activities with RAMS and Block R’s. They can also serve as

mentors for Rookie-level students. Students are able to follow basic rules and

norms to promote the safety of themselves and other students in the milieu. Student

has shown the ability to stabilize in the program.

--•



Tier 3 (RAM / Contributor) – Demonstrates a

commitment to practice new skills with staff

guidance and show progress on treatment goals

identified in the Needs and Service Plan. Willingly

accepts and receives feedback from others, and

role models commitment to the rules and norms

of the program. Acts as a program

ambassador for Rookie students, and as a

mentor for Interns. Student has shown the

ability to continually practice skills to

decrease trauma and mental health

symptoms.

Tier 4 (Block-R / Leader-

Mentor) – Contributes to the

program environment through

role modeling and leadership.

Embraces personal successes, strengths and assets as defined in the Needs and

Service Plan. At this point the student will have completed the targeted treatment

groups and have demonstrated the skills to reduce his trauma and mental health

symptoms. Demonstrates an ability to communicate his areas of continued struggle,

successful coping strategies and interventions, and future goals. He/she is also able

to propose and organize activities such as special activities, video game night, or

themed activity, etc.

Recognition and Restoration Groups – Two times a week, these groups reinforce positive

behaviors and enable students to restore relationships.

ROP also incorporates behavior management interventions to address behaviors or actions that

pose a threat to others or a significant disruption to the environment. For these types of behaviors,

a Stabilization program is utilized which implements CBT/Thinking Reports in an alternative,

structured classroom group setting.

Quality of Life Initiatives

Recreational Activities. Research surrounding adolescent

health has consistently shown that physical exercise

reduces feelings of depression and anxiety and promotes

psychological health. Research also shows that young

people in the juvenile justice system have limited skills in

using leisure time in a healthy way. This is often coupled

with abnormal eating habits and a lack of interest in

physical exercise or conversely a compulsion to exercise

to excess1 . In light of this evidence, we will empower young people to establish their own goals

for health, fitness, leisure, competitive activity and pro-social group experiences.

Organized recreational activities will include traditional team sports, such as volleyball,

baseball/softball, soccer and basketball, among others (depending on requests by the students). We

1 Journal of the American Medical Association, Archives of Pediatric and Adolescent Medicine. Jan. 2010.

Four-Tier

Formal Status

System

Block R/

Leader-Mentor

RAM/

Contributor

Intern

Rookie/

Novice



will also offer non-traditional sports and recreational activities, such as: table tennis, yoga and

dance. These opportunities align with our Positive Youth Development approach, and promote a

sense of self-confidence, success and fitness. Organized sports and recreational activities will be

utilized to cultivate ethical and moral development, stronger feelings of safety and a sense of

community connection through working with teammates, instructors and coaches. Please see

Appendix Q for vignettes of students activities.

Spirituality. We provide opportunities for spiritual expression/worship for our students in a variety

of ways. Because research has shown that spiritual involvement is “…associated with significantly

lower rates of depression, substance use and abuse, and risk taking2” for young people, we want

to ensure that our students have the opportunity, support, and resources to practice their chosen

religion. We will establish relationships with local faith-based organizations, to provide religious

programs. Spiritual health and growth are fostered through the use of journaling, meditation,

guided imagery, art, quiet time, music, walks, daily rituals, celebrations and affirmations. We will

make every effort to accommodate a student’s spiritual requests within the possible scope of the

program, while recognizing that all religious programs are voluntary.

Giving Students a Voice. Empowering the students in our programs is an integral component of

our strength-based and Positive Youth Development approach. Each semester, we include the

students in our programs in the design and evaluation of programs by electing a student-chosen

Student Council. This Council is responsible for generating awards to recognize students in the

program and to organize supplementary award ceremonies and recreational activities on campus.

The Student Council facilitates a positive culture by fostering a welcoming, supportive and

rewarding peer group of which every student wants to be a part.

Working with LGBTQI Youth

ROP has extensive experience with LGBTQI youth and gender non-conforming youth. We know

from this experience that they are highly vulnerable, and experience higher levels of bullying,

substance abuse, and increased risk of suicidal thoughts and behavior. ROP supports LGBTQI

youth through its Individualized Master Treatment Plan as well as implementation of its Safe

Environmental Standards that are PREA compliant. The Case Managers shall work closely with

the biological parent(s)/legal guardian(s) to ensure that lesbian, gay, bisexual, transgender,

queer/questioning and gender expansive youth experience affirmation of their sexual orientation,

gender identity and gender expression during and after any visits. This may include providing

education or linkage to advocacy resources for biological parent(s)/legal guardian(s).

Additionally, ROP shall implement the GLSEN curriculum (https://www.glsen.org/) with staff and

educators to ensure that every student feels valued and treated with respect, regardless of their

sexual orientation, gender identity or gender expression. The GLSEN network has developed

research-based tools to be implemented with school and group living curriculum to ensure that

LGBT students see themselves reflected in ROP’s program, create opportunities for students to

gain a more complex and authentic understanding of the world around them and encourage

respectful behavior, critical thinking and social justice. The network also provides resources for

ROP staff to develop the knowledge and skills needed to create and sustain

safe, inclusive, respectful and healthful environment for all students.

2 Miller, Lisa, PhD. (2015). The Spiritual Child: The New Science on Parenting for Health and Lifelong Thriving. St. Martin’s

Press, a division on Macmillan publishers.

GLSEN®


https://www.glsen.org/


B. Describe the proposed gender-specific programming required in the RFP, include programs for males and females

ROP provides gender responsive programming that targets the unique pathways and

developmental differences between genders.

Gender-Specific Services for Females

A recent study found that nearly 75% of the females in a

juvenile detention population had one or more psychiatric

disorders and almost one-half had a diagnosable substance

use disorder.3 Based on these figures, an additional report

by the National Mental Health Association,4 and our own

clinical experience, we estimate that at least 92% of ROP’s

female population has a mental health diagnosis and 88%

have substance abuse problems. The majority of the young

women we serve have experienced significant trauma in

their lives. Traumatic stress among female offenders plays

a key role in their mental health, behavioral problems and

needs, and in their safety and rehabilitation as well as the

security and effectiveness of the program.5

Given these facts, we have designed a comprehensive, integrated gender responsive model to treat

co-occurring trauma and its interconnected relationship to substance abuse and mental health

disorders.

Trauma-Informed Services. Trauma Informed Services are embedded within our service delivery

at ROP. Most of the young women have experienced or witnessed multiple traumatic incidents.

Specifically, they have experienced, witnessed or were confronted with an event or events that

involved actual or threatened death, serious injury, and threat to their physical safety. Many of the

young women placed in our programs have developed unhealthy coping strategies to manage the

impacts of overwhelming traumatic stress, including substance abuse, self-harming behaviors,

dissociation, and a penchant for re-creating/enacting past abusive cycles in current relationships.

Many of the young women we have worked with over the years have demonstrated deficits in their

psychosocial development and a lack of maturity typically associated with the chronological age

that the trauma occurred.

Our approach to providing trauma-informed services begins with an understanding and sensitivity

to the trauma-related issues. Trauma-specific services increase skills and strategies to allow

survivors to manage their symptoms and reactions, reduce or eliminate debilitating symptoms and

prevent further trauma and violence. Services are provided within an environment that fosters both

physical and emotional safety. Trauma specific approaches will include: establishing safety,

teaching grounding techniques to help the students manage flashbacks and dissociative episodes,

3 Teplin, L.A, et al. (2002). Psychiatric Disorders in Youth in Juvenile Detention, Archives of General Psychiatry. 4 National Mental Health Association, Fact Sheet: Mental Health and Adolescent Girls in the Juvenile Justice

System,www.nmha.org/children/justjuv/girlsjj.cfm. 5 Ford, J.D., et al. (2013) Systemic Self-Regulation: A Framework for Trauma- informed Services in Residential Juvenile Justice

Programs. Journal of Family Violence.


http://www.nmha.org/children/justjuv/girlsjj.cfm


psychiatric interventions, desensitization techniques to help neutralize painful memories, and

cognitive-behavioral therapies to help the young women manage thoughts, emotions and

behaviors. Each of these approaches will be understood and supported by all levels of program

personnel.

Effective Programs. Over the past two decades,

researchers have generated a body of scholarly work

indicating adolescent female offenders need specific

services, resources and programming for their unique

needs in order to be successful. The most recent studies

assert that an integrated approach that incorporates both a

relational model and a cognitive-behavioral model is

needed to work effectively with girls.6 7 A 2014 outcome

study suggests that the relational approach employed in

female responsive programs is associated with a lower risk

of recidivism, especially for young women with histories

of trauma and associated mental health issues.

To maximize program effectiveness for young women, ROP will continue to rely on evidence-

based principles in concert with the relational model. We believe it is critical to develop therapeutic

alliances that provide the foundation for positive change. In addition, we have successfully

implemented many of the concepts considered to be effective practices by the Office of Juvenile

Justice and Delinquency Prevention (OJJDP) into ROP’s female programming.

In addition to the evidence-based cognitive interventions discussed in the previous section, ROP

has implemented nine female-specific concepts in multiple adolescent female offenders programs

and we envision implementing these concepts at the Harrisburg facility:

1. Safe Space – Services are provided within an all-female juvenile environment that fosters

physical and emotional safety. A program norm is that young women are respected at all

times.

2. Time for Conversations – Young women need regularly scheduled times and opportunities

to talk and conduct emotionally safe, comforting, challenging and nurturing conversations.

3. Opportunity to Develop Relationships of Trust – ROP fosters healthy interactions through

our female-focused milieu activities, family visitation and involvement, family therapy,

and by recruiting staff to be positive role models and develop high quality therapeutic

alliances.

4. Develop Cultural Strengths – Each student is viewed as a resource with a unique array of

talents, cultural heritage and skills. Recreational activities, cutting edge women’s fitness

opportunities, culturally informed rituals, faith-based programs, traditions and celebrations

are implemented in the program.

5. Find a Voice – Girls are given a voice in their treatment, collaborating on the development

and completion of tasks to achieve individual goals. To give young women a voice in

6 Hubbard & Matthews. (2008) Reconciling the Differences Between the “Gender-Responsive” and the “What Works”

Literatures to Improve Services to Girls. Crime and Delinquency, April 2008, vol. 54 no. 2. 7 Zahn, Day, Mihalic & Tichavsky (2009) Determining What Works for Girls in the Juvenile Justice System: A Summary

Evaluation of Evidence. Crime and Delinquency, April 2009, vol. 55 no. 2, 266-293.



program design, implementation and evaluation, we conduct surveys to gather feedback on

program components and meet weekly to discuss program issues with girls who have

achieved a high-status in the program.

6. Mentors to Share Experiences – We will capitalize on community connections to enhance

programming and provide role models and mentors for students.

7. Education about Women’s Health – The young woman will be given opportunities to

understand, value and care for her body, her mind and her spirit. Young women will have

access to medical services, health class, and individual/group counseling that includes

female reproductive health.

8. Create Positive Change – Young women need opportunities to create positive changes to

benefit them as an individual, and within their relationships and communities. ROP

provides skill development, recreational activities, restorative justice activities and

opportunities to practice new skills/behaviors in a supportive milieu.

9. Involvement with Academic Environments – Girls are connected to caring teachers who

promote academic self-advocacy, communicate equitable expectations for achievement in

all subject areas, including math and science, and incorporate gender-responsive best

practices.

Specialized Female-Specific Groups. ROP will provide the following focus groups to the youth,

delivered by Case Managers. Specialized groups are offered based on the specific needs of the

population. Examples of focus groups include:

1. Empower Youth Program: The Empower Youth Program is a five-module curriculum that

can be used by anyone who provides services directly to youth, such as teachers, youth

program directors, counselors, mentors, therapists, and more. It has two chief objectives:

to equip youth with personal safety strategies, and to nurture their empathy for others. By

inspiring students to develop empathy for those around them, the curriculum distinguishes

itself both as an exploitation prevention tool as well as a character education program with

far-reaching transformative potential.

2. Voices: A Program of Self-Discovery and Empowerment for Girl was created to assist

young women in exploring themes of self, connection with others, healthy living and the

journey ahead. The curriculum advocates a strengths-based approach and uses a variety of

therapeutic approaches including psycho-education, cognitive-behavioral and expressive

arts.

3. Safe Dates. The Safe Dates curriculum is an evidence-based curriculum that has been

designated as a model program by the Substance Abuse and Mental Health Services

Administration and selected for the national Registry of Evidence-based Programs and

Practices (NREPP). Safe Dates helps teens recognize the difference between caring,

supportive relationships and controlling, manipulative or abusive relationships. Students

are given information and practice skills that are needed to create and foster positive

relationships. The program is generally nine 50-minute sessions. It includes a pre and

post-test and a one month follow-up.

4. Adolescent Parenting Program (APP) provides support to first-time pregnant and

parenting teens through peer group education. Each APP serves a caseload of 15-25 teens

that may enter the program at any time during their pregnancy or after their child’s birth.



Participants in the program receive 24 hours of prescriptive group education with their

peers. Supporting adolescent parents to prevent a repeat pregnancy, complete their high

school education, acquire job skills, and improve their parenting skills helps them become

self-sufficient and better able to support themselves and their families. It also establishes a

strong, stable foundation upon which their child will be raised.

Differentiated Youth

Population Facility Specialized Female-Specific Treatment

Female Juveniles;

< age 21, including

female sex offenders

Harrisburg Empower Youth Program

Voices

Safe Dates

Adolescent Parent Program

Female-Specific Individual and Group Counseling. Early research by Carol Gilligan (1982) drew

parallels between the developmental differences between boys and girls to their unique pathways

to delinquency. Gilligan asserts that girls are especially concerned with establishing strong

connections with others and develop their identity in relation to others, while boys become

concerned with developing independence and develop their identity in relation to the world. These

studies highlight the importance of relationships and the fact that criminal involvement often came

through relationships with family members, significant others or friends. More recent research

concludes girls are more likely than boys to be influenced by their friends’ involvement in violence

and that girls may adopt drug and alcohol use to cope with partner abuse, to win their partner’s

approval, or to fit in with peers (Haynie, 2014; Giordano et al., 2002). These unique stressors

require unique approach to rehabilitation and skill development.

ROP will implement individual and group counseling services that aim to counteract social and

interpersonal forces that impede girls’ growth and development by promoting an emotionally safe

setting and structure within which girls can develop caring relationships and use authentic voices.

Female-specific counseling will be integrated relational theory, resiliency practices, and skills

training in a specific format designed to increase positive connection, personal and collective

strengths, and competence in girls.

Educational Programming. According to research, gender-specific programming aims to create

environments where young women can develop and strengthen their female identity. Our

educational program will integrate academics with a learning environment that nurtures and

reinforces social and emotional skills, as well as the decision-making and life skills needed to

transition successfully. The Valentine Foundation (www.valentinefoundation.org) outlines

elements of effective gender-specific programming for adolescent girls and we have incorporated

these elements into the design of our educational program. We aim to create environments where

young women can develop and strengthen their female identity by providing opportunities for the

youth to learn about the contributions of women through scheduled multi-cultural celebrations.

Health, Wellness and Recreation. A recent report from the Center for Disease Control and

Prevention found that 37% of adolescent girls view themselves as overweight, 52% don’t

participate in team sports and 82% are not physically active for at least sixty minutes per day.8

Research surrounding adolescent health has consistently shown that physical exercise reduces

8 Centers for Disease Control and Prevention, High School Youth Risk Survey, US Department of Health and Human Services,

Atlanta GA. June 2014


http://www.valentinefoundation.org/


feelings of depression and anxiety, and promotes psychological health. Research also shows that

young women in juvenile justice have limited skills in using leisure time in a healthy way. As

mentioned previously, this is often coupled with abnormal eating habits and a lack of interest in

physical exercise or conversely a compulsion to exercise to excess.9

Students entering our program often do not possess the skills necessary to structure their leisure

time, and many have utilized their “free” time engaged in negative or anti-social activities. We

believe in providing planned activities to

address boredom, so youth will not return to

their former negative social circles as a means

of comfort and habit after they leave.

Therefore, ROP introduces various activities

within the program that the students are

encouraged to take with them when they

transition to their home communities. These

include utilizing local recreational centers for

continued physical activities or team sports,

registering to participate in races, accessing

libraries for reading material, joining special

interest groups such as knitting, mind-body life

skills, yoga, community gardening and hiking.

Individual and Group Activities. Each student will develop an Individual Wellness Plan. Through

this initiative, we will empower students to establish their own goals for health, fitness, solitary

leisure, competitive activity and pro-social group experiences. Goals will be simple: try something

new, improve body image, exercise imagination, have fun, learn self-acceptance and become

healthier. The program will support both individual and group activities, providing a range of

activities as discussed below.

Indoor and Outdoor Activities. With oversight by one of the Shift Supervisors or Athletic Director,

the recreation and leisure program is designed to promote healthy, positive lifestyle choices.

Recreation activities are also designed to promote relaxation, relieve stress and offer opportunities

for positive youth development. These activities help youth learn the importance of rules, setting

goals and teamwork, which all foster a sense of attachment and belonging. ROP will offer

recreation that includes both active and passive pursuits:

Available activities in our outdoor space include yoga, fun runs,

soccer, volleyball, softball and cycling.

Indoor activities will make use of the recreation room. For female

students, best practice approaches in women’s fitness have found

that high-energy activities using music, dance, interpersonal

interaction, circuit training and aerobics create positive results.

Other activities include student clubs in other programs, which

may include knitting, book club and arts and crafts.

9 Journal of the American Medical Association, Archives of Pediatric and Adolescent Medicine. Jan. 2010.



Our Case Managers will communicate and coordinate with the DYS contracted medical providers

to ensure young women who are pregnant, exhibit disordered eating, have chronic illness or other

conditions receive the specialized medical care that they need. Our Case Managers will work with

DYS staff and the DYS contracted medical providers to assure compliance with written medical

directives on issues such as special diets, pre or post-surgery instructions and restrictions on

physical activity. Our staff will support pregnant girls who have a specialized care plan by ensuring

that medications, doctor appointments, diet, profile and any special treatments are implemented.

We will collaborate with the local hospital for prenatal treatment and delivery.

The Body Image/Gender in the Media voluntary support groups will be provided for youth with

common experiences and concerns, and are supervised by clinical staff. Body Image/Gender in the

Media explores feelings, attitudes and perceptions toward physical appearance and improves self-

esteem in order for girls to have a positive body image and a healthy relationship with food. The

Individual Treatment Plan will determine frequency and length of participation.

Celebrating and Recognizing Female Student-Athlete Achievement with I-ACHIEVE. In each

of our female-specific ROP Integrated Care Model™ programs, ROP builds an environment,

which celebrates and values female diversity. Books, magazines, posters, wall decorations and

other items enhance, honor and respect the female perspective, respond to the students’ diverse

heritages and life experiences, and empower them to reach their full potential.

ROP has created a multi-faceted fidelity monitoring strategy to ensure accurate measurement of

student progress, program fidelity and accountability. This strategy exists at every program level:

student, programmatic, and organizational. These levels of documentation allow students to

monitor their progress and program quality, allow staff to deliver treatment and intervention

modalities with fidelity, allow the correct frequency and duration of those modalities to be met

with a high degree of program transparency for our stakeholders.

Upon admission, every girl will receive an I-ACHIEVE binder for her use. The binder is the

culmination of a student’s Restorative Justice Program. Each letter of the binder corresponds to a

goal area where a young woman has

restored harm done (to the community

and/or to the girl’s self) and her efforts

to repair that harm. The “Community”

and “Individual Strengths” sections

address milestones of reparation (of

community service, or of treatment

curricula completion); whereas the

“Activities,” “Education,” “Vocation”

and “Empowerment” sections track

improvements in restorative and self-

development program components. The

binder is meant to be a tangible artifact

showcasing a student’s acquired skills,

knowledge, competencies and

achievements. The binder also serves as

the Exit Portfolio.

Individualized



Gender-Specific Services for Males

Recent research and the need for gender-specific programming for young women has also raised

questions about the efficacy of current service delivery for young men. Scholars have begun to

examine the juvenile justice system through gender theory and have uncovered that, even though

“…the juvenile justice system is one we have constructed as a gender-specific system to manage,

control and respond to boys” it nonetheless fails to address the needs of young men properly,

especially in the areas of treatment and rehabilitation. Current systems “…reinforce traditional

gender norms and expectations, and ignore and/or reject more effective rehabilitative and

restorative goals” (Dowd 2006 and 2007).

With statistics which clearly show that boys are more likely than girls to be arrested and prosecuted

in juvenile delinquency courts, gender-specific programming should address the needs and

strengths of this population. For over 30 years, ROP has offered programming to young men, and

has developed best practices which conform to the emerging research about how best to rehabilitate

young men who become involved in the juvenile justice system. ROP’s Integrated Care Model™

offers young men a program that comprehensively addresses the special needs of adolescent boys.

Our program achieves positive outcomes through:

1. Ensuring the young man’s safety and security, established through caring, respectful

relationships with competent staff

2. Providing programming that is strength-based, trauma-informed and appropriate to the

social and psychological needs of young men

3. Employing trained, knowledgeable staff who reflect the culture(s) and race(s) of those

served

4. Providing staff with on-going training in evidence-based practices, trauma and restorative

justice

5. Providing positive, pro-social and appropriate relationships with our professional staff, the

program fosters positive gender identity development where boys feel safe to share their

feelings and discuss their problems

6. Offering incentives and a goal-driven program that complements a young man’s need to

find his identity through action, achievement and self-advocacy

Safety and Security is the Foundation for our Trauma-Informed Care. Due to research that has

revealed that roughly four out of every five youth in custody have experienced trauma (Abram et.

Al., 2004; Dierkhising et al., 2013; Ford, Hartman, Hawke & Chapman, 2008; Kerig, Bennett,

Thompson & Becker, 2012), we anticipate that many of the young men will have developed

extreme coping strategies to manage the impacts of overwhelming traumatic stress, including

substance abuse, self-harming behaviors and dissociation. Many of the young men we have worked

with over the years have demonstrated deficits in their psychosocial development and a lack of

maturity typically associated with their chronological age due to childhood traumatic stress.

Our approach to providing trauma-informed services begins with an understanding and sensitivity

to trauma-related issues. Trauma-responsive services increase skills and strategies allowing youth

to manage their symptoms and reactions, reduce or eliminate debilitating symptoms and prevent

further trauma and violence. Our trauma-specific approaches will include: establishing safety,

grounding techniques to help the students manage flashbacks and dissociative episodes,

psychiatric interventions, desensitization techniques to help neutralize painful memories, and



cognitive and behavioral therapies to help the young men

manage thoughts, emotions and behaviors. Each of these

approaches will be understood and supported by all levels

of program personnel. Coping strategies are taught using

the evidence-based curriculum, Seeking Safety. Staff will

be trained on principles of responsive therapeutic

treatment and the Council for Juvenile Justice Reform’s

recommendations for promoting safety.

Risk Factors and Issues Likely to Impact Boys. Rite of

Passage programs recognize that the risk facts and issues

that impact boys begin, even, with what these young men

are called. Young men who are named “delinquent”

structure their lives around the stigma, resulting in future

criminal behavior, diminished employment and

educational opportunities. This is where delinquency

begins and perpetuates, centered upon the young man’s

need to define himself through action—specifically,

actions that define him as a “delinquent.”

ROP has developed a gender-specific program that, at its core, addresses the stigma associated

with a young man’s entry into the juvenile justice system. Youth in our programs are not “inmates”

or “clients” but instead, “student-athletes,” a title (that also functions as an identity,) which

recognizes their potential to achieve in spheres outside of criminality, and which seeks to

normalize their experience, reducing the stigma attached to residential commitment.

This identity functions as a protective factor that compels a young man to develop skills and

competencies that can deter future delinquency and enhance the treatment services accessed while

in the program. As “students,” the young men are recognized as potential recipients of GEDs and

high school diplomas; as “athletes,” they become members of a normalized high school

environment which seeks to include them in team sports such as football, soccer and basketball

(among others) and student clubs that can be found on any high school campus. In short, ROP

builds schoolhouses, not jailhouses. Here are examples of our program elements that are tailored

to the specific needs of young men:

Gender-Responsive, Strength-Based Environment – Our gender-responsive services begin

at admission. Newly admitted young men will be greeted by welcoming staff and a gender-

responsive environment. The design, color scheme and overall “tone” of normalcy reflect

the campus ambiance of a Prep School, not a correctional program. Our programs foster

an environment of safety where young men can share their feelings and discuss their

programs. Our highly trained staff foster positive mentoring relationships with the youth,

and work as pro-social role models. Additionally, strategically placed artwork,

motivational posters and photography will contain overt and implied positive messages of

motivation, hope, comfort and inspiration. Youth will be able to personalize their living

spaces with pictures of family and friends, posters, and other decorations of their choice as

incentives for positive behavior. We will provide colorful comforters for the beds, and

outfit common areas with colors that provide a therapeutic and welcoming environment.



Gender-Responsive Medical and Clinical Services – While men are more likely than

women to have a substance use disorder, to be incarcerated, and to be victims of violent

crime, they are less likely than women to see medical or behavioral health counseling.

“Masculine roles may hinder some men from seeking needed treatment for a variety of

health, and particularly behavioral health, concerns, including those related to mental

illness and substance abuse” (SAMHSA, 2013). Our gender-responsive clinical and

medical services will consider resistance and how to address masculine values in seeking

out services to support their wellbeing while addressing boys’ issues and individual

treatment needs such as addiction, co-occurring disorders and their behavioral effects,

depression, post-traumatic stress disorder, trauma relating to physical or sexual abuse,

neglect, emotional abuse and gender

identity issues. ROP will utilize a

male-responsive curriculum, Council

for Boys and Young Men, that is

strengths-based and designed to

promote strong, positive relationships

(including those with family members,

friends and staff) while addressing

masculine definitions, behaviors and

build on young men’s innate

capacities for strong communication

skills, developing assertiveness, an

appropriate expression of anger using

evidence-based approaches that have

been shown to be effective for boys.

Culturally and Gender-Relevant Educational Programming – According to research,

gender-specific programming aims to create environments where young men can develop

and strengthen their identity as independent, intelligent and responsible young adults. Our

curriculum reflects the values and the contributions (historical, cultural, political, etc.) of

men and women who can serve as positive examples. These elements also include

education about men's health, including male development, contraception, diseases and

prevention, as well sexual decision-making and how to communicate personal limits. We

also employ staff who can serve as mentors, who can share experiences that resonate with

the realities of the young men’s lives, and who exemplify positive and pro-social ways of

existing in the world. These qualified staff deliver evidence-based curricula, including

Active Parenting, that equip youth with skills to lead successful lives long after transition.

Wellness and Recreation – The most recent studies assert that young men need adequate

sleep, physical exercise and an environment that provides a sense of personal involvement,

belonging, responsibility and security. Research surrounding adolescent health has

consistently shown that physical exercise reduces feelings of depression and anxiety and

promotes psychological health. Yet, in a recent study published in the Journal of

Adolescent Health, it was revealed that the lack of exercise impacts young men more than

it impacts young women, suggesting that athletics—no matter what form—are an essential

component to a young man’s physical, mental and emotional well-being. Organized

recreational activities will include organized sports such as football, basketball, soccer,



cross country, track & field and baseball.

We will also offer intramural sports, such

as kickball, volleyball and soccer, among

others (depending on student requests.)

These opportunities align with our Positive

Youth Development approach, and

promote a sense of self-confidence, success

and fitness. Organized sports and

recreational activities will be utilized to

cultivate ethical and moral development,

stronger feelings of safety and a sense of

community connection through working

with teammates, instructors and coaches.

Specialized Male-Specific Groups. ROP will provide the following focus groups to the youth,

delivered by Therapists or Case Managers. Specialized groups are offered based on the specific

needs of the population. Examples of focus groups include:

Nurturing Fathers Program (Perlman, 1998) develops positive changes in participants by

targeting key parental behaviors and beliefs. NFP is an evidence-based, 13-week training

course designed to teach parenting and nurturing skills to men. Each 2 ½ hour class

provides proven, effective skills for healthy family relationships and child development.

Council for Boys and Young Men (One Circle Foundation, 2012) is a male-responsive and

strengths-based curriculum designed to promote strong, positive relationships and enable

young men to address masculine definitions, behaviors and build their innate capacities.

Differentiated Youth

Population Facility Specialized Male-Specific Treatment

Male Juveniles;

age 18 – 21, including sex

offenders age 18 – 21

Dermott Nurturing Fathers program

Council for Boys and Young Men

Male Juveniles:

< age 18, including youth

with intensive

stabilization needs

Lewisville

Mansfield

Nurturing Fathers program

Council for Boys and Young Men

Celebrating and Recognizing Student-Athlete Achievement with I-VALIDATE. Our I-

VALIDATE system addresses this core need of a young man to define himself through action. The

strengths-based system provides attainable goals that, if followed, can lead to tangible

achievements outside the program. For example, a young man might earn an OSHA certification

while in a ROP program. This tangible achievement is placed into his I-VALIDATE binder, and

will follow him once he leaves the program, and may assist him in obtaining employment.



I-VALIDATE is a binder or portfolio that contains a

record of a young man’s accomplishments while in the

program. As an acronym, the binder’s various sections

comprise the goals which are established for a young

man in his Individualized Treatment Plan. Whereas the

demands of proving “masculinity” or “identity” outside

the program may interfere with achievements in school,

treatment or a young man’s personal life, ROP has

designed a pro-social, normalized environment within

which the means to advance through the program are

aligned with the eight program components.

The binder also aligns with a “status system”—a

hierarchy in which students who succeed in the

program receive rewards and privileges in addition to

increased responsibilities which include acting as a

mentor and role model to students who have just

arrived. This four-tier status system complements how

young men conceptualize themselves in the world, and

facilitates a system of positive reinforcement for

desired behaviors and outcomes.

lnd1v1dualized Treatment Plan

> Vocational Training • • • • • Activities

Lifeskills

Individual Strengths and Skills

Demonstrated Behavior Change



C. Describe the proposed method and practice with respect to placement and discharge planning for juveniles at the facility, including, at a minimum, the methods to ensure each of the following in every case:

1. Detailed, accurate, and individualized progress reports are disseminated every month

to involved parties

2. Adequate notice is given to DYS, the juvenile, the family, and the community-based

provider of changes to the anticipated discharge date

3. Clinically informed recommendations are included in the discharge summary with

respect to community-based and outpatient treatment, safety planning, educational

or vocational services, and supervision needs

ROP has developed a comprehensive case management system that integrates assessment,

treatment planning, and service coordination into each student’s Individual Treatment Plan.

Because of the differences in the student population and the associated multiple pathways to

offending, ROP’s treatment planning will link the student’s symptomology and his/her specific

dynamic risk factors to evidence-based interventions and develop individual goals that are

designed to lower risk factors and build on protective factors. Each student’s treatment plan will

be prescriptive and flexible, and will be based on his/her diagnoses, assessed risk and protective

factors, abilities and need for service. Family and youth investment in developing the treatment

plan is critical in the process. Several studies have revealed that when plans focus on what youth

and families perceive to be their needs, youth are far more likely to follow through to its successful

outcome (Rollnick and Miller 2012).

Trauma-informed services will be embedded within our planning and service delivery at all

programs. Our treatment planning process utilizes the expertise of the MDT, which is comprised

of the student, family, clinical staff, Case Managers, medical, education and direct care staff,

administration and contracted mental health and aftercare providers, as deemed appropriate.

Representatives from DYS will be part of the MDT; additionally, the youth and families will

always be included in decision-making in order to enhance personal responsibility and ownership

of their treatment plan.

This process of treatment planning is inclusive and promotes a culture of communication and

addresses concerns and issues as they develop. Each of these processes is discussed in the

following sections. This description begins with the staff positions that will ensure the efficient

delivery of these services.

Admission/ Intake

Assessment/ Screening

Individual Treatment Plan

Evaluations/ Reporting

Discharge Summary



We will provide a Masters-level licensed clinician (Lead Therapist or Clinical Coordinator) to

oversee case management services, supported by Therapists (Masters-level) and Case Managers

(Bachelors-level). The Lead Therapist or Clinical Coordinator will conduct follow-up assessments

in collaboration with DYS, oversee case management services and ensure all Individual Master

Treatment Plans incorporate the needs of youth, family and community safety. Additional clinical

support of the Therapists will be provided by a licensed Psychiatrist. ROP has identified Dr. Donna

Brown to serve in the role of Psychiatrist for the proposed programs. Placement and discharge

planning will take place in accordance with DYS policy and guidelines.

The staff that are involved in the case management services have documented training in trauma-

informed care, cognitive-behavioral practices and substance abuse. The following describes the

core job duties and minimum qualifications of staff providing case management services to

students based on ROP, DYS and Arkansas Medicaid requirements.

Job Title Job Duties Minimum Qualifications

Regional Clinical

Director Provides clinical oversight and direction

to all programs in his/her defined Region.

Responsible for ensuring compliance with

Medicaid and local or state behavioral

health entities. Provides direct

supervision for all Non-independently

licensed clinicians. Develops and

implements new clinical programming to

meet the needs of youth in designated

programs.

Master’s Degree required with a minimum of

ten (10) years of relevant professional

experience. Arkansas licensure as a Licensed

Clinical Social Worker (LCSW), Licensed

Marriage and Family Counselor (LMFT),

Licensed Psychologist (LP) or Licensed

Professional Counselor (LPC). State licensure

as a Licensed Addiction Counselor (LAC) is a

desirable qualification.

Psychiatrist Provides clinical support and consultation

to all Therapists and Clinical

Coordinator(s).

Professional licensure as a Psychiatrist in

Arkansas required.

Program

Director The Program Director is responsible for

the quality delivery and oversight of the

treatment, educational, vocational and

student health and welfare services.

He/she is responsible for the day-to-day

site operations including budgeting,

financial stewardship, administration,

program elements, staff development and

training.

Bachelor’s Degree in general business,

sociology, psychology or a related field, and

five (5) years of experience in social services,

organizational management or a related area,

including one (1) year of experience in a

supervisory capacity.

Clinical

Coordinator/

Lead Therapist

Responsible for the quality delivery and

oversight of the treatment services in

accordance with ROP policies and

procedures as well as federal and state

regulations, licensing practices and laws.

Responsible for supervising the activities

and staff that provide individual, group

and family therapy and monitoring

juveniles with mental illness and/or

receiving psychotropic medications.

Master’s Degree required in Social Work,

Counseling, or Psychology. Licensure as a

counselor in the state of Arkansas: Licensed


Social Worker (LSW), Licensed Professional

Counselor (LPC) or Licensed Alcohol and

Drug Counselor (LADC) is preferred.



Therapist Provides therapeutic services to youth and

their families. The Therapist reports to the

Clinical Coordinator and/or the

contracted Psychiatrist. The ratio of

Therapists to youth shall not exceed 1:16.








Therapeutic

Manager Assists and delivers individual and family

therapy and transitions services. Services

provided also include: clinical

assessment, service planning, record

keeping and service coordination with the

multidisciplinary team. Responsible for

administrating, developing and

facilitating the completion of service

plans and treatment programs in

accordance with the request of the placing

agency and the needs of each student on

their case load. Therapeutic Manager

caseload size shall not exceed 8 youth.








Case Manager Primarily responsible for facilitating the

delivery of services indicated in the

Master Treatment Plan.

Bachelor’s Degree in psychology, sociology,

social work, or a related field; Two (2) or more

years working in direct client contact in the

juvenile justice, mental health, or related field.

The structure of the clinical department at each of the proposed facilities will vary slightly based

upon the program size and presenting issues. Staffing models for each of the program locations

are located in Appendix M.

Admission and Intake

ROP will accept admissions during business hours five days a week. To aid the student’s

integration into one of the four residential treatment programs, an intake assessment will be

conducted at DYS Assessment Unit. Upon admission, the parent or guardian is contacted

immediately to provide information and a welcoming introduction to the program and information

about the program and services. Parent/guardian is consulted regarding creating a trauma informed

safety plan for their child and to listen to concerns and hopes that they have in collaboration with

the treatment team. An orientation process will be initiated as soon as possible following a

student’s admission to the facility. Through this process, incoming students will undergo screening

and assessment and receive a complete orientation to the facility’s procedures, rules, expectations,

programs and services. Complete intake information will be entered into the RiteTrack database,

as required.



Assessment and Screening

The Individual Treatment Plan is developed using the intake assessments as well as any additional

assessments needed to augment our understanding of the student’s risks and needs. A Clinical

Interview will be conducted to assess the current mental status of the student, review any history

of past mental health intervention, and evaluate issues in regard to danger to self and others.

While assessments are provided at the DYS Assessment Unit at the beginning of programming,

the assessment process is ongoing throughout the course of treatment due to the dramatic changes

that occur during the adolescent years. Because of the diverse developmental factors and dynamic

risk factors associated with juvenile offending, ROP will utilize a holistic, integrated assessment

and treatment planning process, with the collaboration of DYS staff.

Treatment Planning

Research in the juvenile justice field indicates that

because of the differences in the youth offender

population and associated multiple pathways to

offending, we need to work with adolescents to

understand the individualized combination of thoughts,

feelings and behaviors that led to their conduct. In

developing the Individual Master Treatment Plan, we

link the student’s individual risk factors with evidence-

based interventions and develop customized individual

goals designed to target and lower risk and develop or

build on each students’ unique protective factors. Each

student’s Master Treatment Plan will be created with the youth and family, individualized,

prescriptive, flexible, and will be based on the student’s assessed risk and protective factors,

abilities, and need for service.

ROP guarantees students the right to participate in treatment programs and to receive available

services which benefit their well-being (ACA 4-JCF-5C-02). Youth and families will be active

participants in the development and modification of their Individual Treatment Plan. One of the

most important factors in engaging youth in the treatment process is the quality of the staff and the

staff’s approach to working with youth. Learning styles and cognitive functioning will be

considered in presenting program information to the youth and information given in writing , or

verbally delivered by qualified staff using cognitively appropriate tone, pace and language. In

addition, motivation to treatment will be addressed using techniques rooted in Motivational

Interviewing practices. Our staff will be taught not to argue with youth, but to “roll with

resistance” and respectfully challenge the thought processes that underlie the behavior in question.

Asking for clarification and elaboration can help the student see the discrepancy between where

he/she is and where he/she wants to be.

In order to assist in fulfilling the student’s individual treatment goals, ROP will employ the

following procedures:

ROP builds on youth strengths and assets for effective program and service delivery,

provides them with new skills and opportunities, and ultimately reduces criminogenic risk

factors. Therefore, services will be structured to provide evidence-based cognitive

behavioral treatment programming within a normalized milieu.



Program decisions are made and reviewed with youth, family, Case Manager, DYS and

the Treatment Team. Program decisions will be made with care and sound professional

judgment, balancing the needs of the youth and the use of available resources offered at

the facilities.

Program placement will be based on assessment information regarding a youth’s

individualized needs, including mental health considerations, strengths and risk factors.

The Individual Master Treatment Plan will prioritize and prescribe which program

interventions, groups, individual therapy, education and activities the youth will receive.

This will include the dosage or the number of hours for each program intervention and the

expected competencies for the program, group or therapy.

Program decisions will be responsive to the cultural, emotional, physical and spiritual

needs of the youth.

The youth, family and Treatment Team will sign the final page of the Master Treatment

Plan indicating their agreement with the plan and subsequent programming that will be

delivered. Modifications to the Master Treatment Plan or program options will be

reviewed and agreed to by the members of the Treatment Team, who will sign a program

modification form.

Master Treatment Plan. Within 21 days of the youth’s admission, a Multi-Disciplinary Team

(MDT) will be assembled and a Master Treatment Plan (called the Individual Treatment Plan) will

be developed. Our treatment planning process utilizes the expertise of an MDT, which is

comprised of the youth, family, Therapist, Case Managers, direct care staff and DYS. Youth and

families will always be included in decision making in order to enhance personal responsibility.

Other members may contribute to the treatment process, including teachers, medical staff,

contracted professionals (e.g. psychiatrist) and community-based providers. Video conferencing

technology will be utilized, if necessary. This multi-disciplinary approach ensures all aspects of a

youth’s needs and strengths are represented in domains including Criminal History, School, Use

of Free Time, Employment, Relationships, Family, Living Arrangements, Alcohol and Drugs,

Mental Health, Attitudes/Behaviors, Aggression, and Skills. From this, a complete and

comprehensive Individualized Treatment Plan will be created. With an emphasis on the value and

importance of the youth and family’s role, scheduling will be flexible to accommodate the needs

of family members.

Since many of the youth will return home, family

involvement is essential to their success in the program and

within their communities. The process of involving the youth

and family is strength-based and holistically sound, resulting

in better treatment for the youth, and having enduring

positive changes for the youth and the family when the youth

returns to the community. Parents are consistently invited to

monthly staffings and Case Managers work with families in

the creation and modifications of the Individual Treatment

Plans. Additionally, ROP will have at a minimum, weekly

contact with parents/guardians to discuss the student’s needs,

progress and problem areas.



Components of the Individual Treatment Plan. The components of the Individual Treatment Plan

will include goals and interventions that address any identified mental health diagnoses and will

target the reduction of risk factors. The provision of service, frequency, and duration will be

outlined and progress towards achievement will be documented. Education, vocation, recreation,

medical and counseling services will also be included as well as any specialized services to address

psychological or developmental concerns.

The plan is developed and discussed at a Treatment Team meeting involving the youth and family,

Case Manager, Therapist, DYS and other appropriate staff.

Once a Treatment Plan is developed and signed by the youth and family, the MDT and DYS,

evidence-based cognitive behavioral interventions are prescribed for the youth. Identified risks and

strengths are linked to corresponding interventions that are specific and measurable including

goals/objectives, treatment service and frequency along with a prescribed timeline.

Individual Treatment Plan. The Master Treatment Plan will have multiple content areas including

diagnosis clarification, problem selection, and problem definition. The Plan will include short-

term and long-term treatment objectives that not only meet the needs of the student, but also

address public protection, accountability, victim awareness and the acquisition of skills that will

contribute to the reduction of future delinquent or criminal behavior.

The objectives of the cognitive behavioral programming are to assist the student in understanding

his/her thinking processes and choices; becoming more accountable for his/her choices and

decisions; learning strategies to monitor his/her thinking, emotions and behavior; increase his/her

ability to identify and correct risky thinking (cognitive errors/distortions); and build his/her pro-

social cognitive skills which include life skills, social skills, anger management, moral

development, and relapse prevention. In addition, we will focus on building upon the strengths of

the youth and their family and assist the student and family in building pro-social relationships,

creating a more functional family environment, increasing the youth’s academic achievement and

developing avenues for the youth to become a positive contributor to his/her community.

Length of Service. The Treatment Plan will match the needed intensity of treatment service to

meet the student’s projected length of service and their assessed risk level. ROP will work with

our DYS partners to determine the optimal programming duration. Some youth may need shorter

stays, while some youth require lengthier stays to be successful. We have found this is particularly

the case with high-risk offenders, the seriously mentally ill (SMI) and violent offenders who often

require complex interventions, higher dosage of treatment and more time to demonstrate progress

and maintain stability. While some youth may benefit from short-term brief focused therapy, ROP

has adopted the research that indicates adult high-risk offenders benefit most significantly from an

evidence-based group treatment dosage amount ranging from 200 to 300 hours (Sperber, Latessa,

and Makarios, 2013; Bourgon and Armstrong, 2005). Research suggests that high-risk offenders

should have an appropriate “dosage” of intervention, which equals 10 to 12 hours of cognitive-

based interventions a week. Treatment plans will be adjusted to accommodate the varied needs of

youth committed to Arkansas DYS.

Evaluation and Reporting

Daily Progress Notes. We know that interventions are most effective for our youth when all

program personnel and contractors understand the goals and interventions as designed.

Individualized interventions are monitored for each student through his/her Daily Progress Notes



(DPN), which are transcribed by the direct care staff, with feedback from the education staff,

therapists, and other departments. The DPNs are evidence that the student is practicing the pro-

social skills learned in the cognitive behavioral groups and is making gains toward treatment goals.

The DPNs are completed daily for each youth.

Weekly Student Reports. Students complete a report on a weekly basis to track how they believe

that they are doing with meeting their goals and to report positive lessons learned in group and

individual therapy. Through this communication/venue students will have the opportunity to

celebrate accomplishments and seek additional help or interventions as needed.

Weekly Treatment Team Meetings. ROP Case Managers will be actively engaged in facilitating

coordination and collaboration among the members of the Treatment Team, including the

Therapist, Group Living Staff and Education Staff. To this end, Case Managers are responsible for

scheduling and leading weekly treatment team meetings to discuss the specific needs of students

in the program and identify students who may need additional attention or supports. Additionally,

ROP will implement a culture of communication which emphasizes regular, no less than weekly,

dialog and open communication with each student’s parents/guardians to address concerns and

issues as they develop, related to the youth’s Treatment Plan and to all services ROP provides at

the four facilities.

Monthly Reporting on Progress on Treatment Plan Objectives. Interventions range from

cognitive-behavioral groups, individual therapy or family counseling and are specific and

measurable. As students successfully complete interventions, new ones will be identified and thus

risks are lowered. This will allow the Case Managers and the Treatment Team to collaborate on

individual goals proven over time to lower risk. Progress on Treatment Plans is reported via the

DYS JJIS no later than the tenth (10th) of the month and is communicated by the Case Managers

to DYS staff, families, legal representatives and other parties, as appropriate on a monthly basis.

Re-assessment of Treatment Plan. We believe an Individual Treatment Plan is a living document

– it is never static. The Individual Treatment Plans are modified to reflect progress in meeting

treatment objectives, and likewise are modified if gains are not realized. At least once every 30

days, the Multi-Disciplinary Team will update the youth’s Treatment Plan based on a re-

assessment of risk and protective factors and following an integrated and comprehensive review

of the youth’s progress in the program (ACA 4-JCF-5C-04 and 05). This will allow all members

of the Multi-Disciplinary Team to collaborate with the student on developing individual goals,

objectives and interventions proven over time to lower risk. The Case Manager will work in

collaboration with DYS and family members to attend the student staffing and Treatment Plan

review. This monthly review will offer another opportunity for the family to be included and

involved in their youth’s treatment planning process.

Discharge Planning

Adequate Notice of Changes to Anticipated Discharge Date. The final phase in the treatment

planning continuum is discharge planning. At ROP, discharge planning is not a single event, but a

three-stage process that originates at admission and is developed, monitored, and modified

throughout a student’s residential stay. Each family and youth participates in the development of

their Transfer/Discharge Summary. ROP will coordinate with the community-based aftercare

provider on the youth’s Transfer/Discharge Summary and work with families to assist in re-

integration upon release, as requested. The process includes:



Identify Measure Implement

Assessments Program Adjustment Discharge Summary

Education needs Re-assessment Final Assessment

Risk Reduction Goals Treatment Progress Community Provider Needs

Protective Growth Targets School, Voc and Athletic Family reunification

Within the first 21 days, the student’s needs and risk will be thoroughly assessed, and the Master

Treatment Plan (Individual Treatment Plan) will be developed. During the program, the student

attends treatment groups, school, vocational training and athletics – developing and practicing pro-

social skills and behaviors. As discharge draws near, during the final 120 days, we will work

collaboratively with the youth and family, community-based aftercare provider and DYS to

solidify the Transfer/Discharge Summary.

Culture of Communication. Throughout this process, the Case Managers and Therapists will

implement its culture of communication. At least 60 calendar days in advance of the student’s

discharge or transfer, ROP will notify the DYS and community-based aftercare provider of the

established discharge or transfer date. ROP will also provide a copy of all records and information

necessary for development of the student’s aftercare plan to the community-based aftercare

provider at this time. Should the discharge or transfer date change after it is established, ROP will

notify all parties immediately and advise them of the new discharge or transfer date. ROP will

ensure the development and entry of an initial discharge summary into the DYS juvenile tracking

and information system 30 days prior to a student’s projected discharge.

Clinically Informed Recommendations Included in Discharge Summary

Discharge services reduce the likelihood of recidivism. This statement is borne out in multiple

research studies, including two-generation strategies developed by Ascend-Aspen Institute.

Research concluded that youth who received extensive transition planning had a lower rate of

recidivism during the first year post-discharge (Trupin et al., 2004), and were more likely to

experience community success (Aos et al., 2004; Schmidt and Salsbury, 2009). As noted

previously, youth undergo an initial DYS assessment, are reassessed during the program and a

final Discharge Summery is completed and loaded onto the DYS JJIS at least forty-five (45) days

prior to the student’s expected date of discharge. Like other services, the Discharge Summary is

clinically-informed and incorporates the Risk-Need-Responsivity (RNR) model which emphasizes

the necessity of matching services and programs to dynamic risk and protective factors (Andrews

and Bonta, 1990).

Criminogenic/Non-Criminogenic Needs. Criminogenic needs will be prioritized and discharge

services focused on the greatest needs, thereby reducing the probability of recidivism. We know

that some of the greatest criminogenic needs are antisocial attitudes, antisocial peers, and antisocial

personality traits. Other important criminogenic needs include family relationships, substance

abuse, education, and employment. Non-criminogenic needs must also be addressed in thorough

Discharge Summaries. Non-criminogenic needs (e.g., learning style, intellectual functioning,

motivation, etc.) will be identified and addressed, allowing youth to be more responsive to

treatment and aftercare services. ROP’s Discharge Summaries will address these issues as well as

First 21 days Program Final 120 days



address structural barriers to aftercare participation – such as housing, transportation and childcare

(for youth who are parents).

Protective Factors. Protective factors are attributes or conditions that help the students effectively

cope with difficult situations and in fact mitigate the impact of risk factors. Within a strengths-

based program, ROP emphasizes the development of protective factors which may include parental

supervision/attachment, positive adult or mentor

involvement, civic and/or spiritual involvement,

problem-solving skills involvement in pro-social

recreational activities, and success at school.

Identification of Specific Services. Based on these

dynamic risk and protective factors, the Case

Manager creates an individualized Discharge

Summary that identifies specific community-based

services and will connect the youth and family with

the assistance of the contracted community-based

aftercare provider to fully develop a comprehensive

plan:

Education – contacting school district, vocational trade school or college to provide

transfer of credits, college preparation, and financial aid application assistance.

Family/relational supports – transitioning to a community family therapist, peer support

groups and other positive adult supports.

Employment needs – utilizing workforce centers for resumes and job searches.

Mental health/substance abuse – registering with community mental health centers,

providing documentation and medication follow-up, and outpatient programs.

Recreational activities – locating gyms, local recreation centers, and transferring

recreational activities learned at the facilities into their home communities.

Spiritual/cultural support system – locating churches, clubs and cultural events/activities.

Living arrangements – locating housing and ensuring each student has a place to live if

he/she is not returning to his/her family.

Medical needs – connecting with outpatient services.

D. Describe your organization’s history and capacity to enter partnerships with community organizations to provide program enhancements for youth in the facility.

Rite of Passage is committed to supporting the vision articulated in The Division of Youth Services

(DYS) Transformation Plan wherein effective community-based services can reduce the use of

confinement and commitment to the DYS. ROP supports the DYS’s strategies of building

effective continuums-of-care in the student’s communities as being critical to a youth’s successful

return home and prevention of recidivism.



Specifically, the Juvenile Justice Reform Act requires the provision of community-based

alternative basic services consisting of, but not be limited to, prevention, intervention, caseworker,

treatment, counseling, observation and assessment, case management, and residential services.

In alignment with the Juvenile Justice Reform Act and the DYS Transformation Plan, ROP will

engage with community partners in each of the communities included in this proposal (Harrisburg,

Lewisville, Dermott and Mansfield), and throughout the state as needed, to develop a formal

continuum of services that include the full range of services defined above with comprehensive

community-based providers. ROP recognizes that the creation of a robust network of community-

based partners throughout the state is a formidable task but one that is crucial in order to ensure

that all children and youth have equal opportunities for services, regardless of the geography in

which they live. Building this formal continuum, in conjunction with the Department of Youth

Services, will be one of the key elements for the success of the Transformation Plan and one in

which ROP has demonstrated experience and expertise in numerous locations throughout the

country.

ROP understands that we are part of a larger community and it is our responsibility to engage in

partnerships that can enhance programming for Arkansas’ youth. It is also our responsibility to

give back to the community and to be a good partner within the communities we operate.

Therefore, we address community partnerships in the following two primary ways:

1. Developing Community Partnerships

Our commitment to partnerships is one of our seven Core Values: “We collaborate with businesses,

government agencies and individuals and families that share our values and work ethics and care

about the future of our youth as passionately as we do.”

In striving to meet our core values, ROP has a rich history of establishing valuable partnerships in

all of the communities in which we operate. These partnerships offer our youth access to

opportunities and experiences that are cultivated through our partners’ local relationships and offer

students pro-social activities and a chance to learn, practice, and apply new skills. This works well

with our strengths-based strategy that honors the unique array of talents found in our youth. In

defining our community partnerships ROP has remained focused on selecting and partnering with

agencies that share ROP’s commitment to providing evidence-based, family-centered and trauma-

informed services. Just some of our current partners in programs across the country are shown

below:

UNIVERSITY OF l(t Cincinnati

$ Habitat for Humanity BOYS & GIRLS CWB

• XAVIER !ipeclal Olympics American Red Cross UNIVERSITY

D"{JNF I Disabled Veterans National ~ Foundation

!IlOIWB 1 11 ~

WRIGHT STATE UNIVERSITY

A Chi ldren'$ w of Alabama•


~ Junior IA. Achievement

·- "" USA

http://www.google.com/url?sa=i&rct=j&q=&source=imgres&cd=&cad=rja&uact=8&ved=0ahUKEwi7kYCFiu_LAhUGyGMKHZNPC8gQjRwIBw&url=https://plus.google.com/u/0/116964619523117845388&psig=AFQjCNFjM1F2Gcr2nwvPnrnKzYYYxH2mfA&ust=1459656420203537

http://www.bgcsps.org/find-a-club/aldavies


In Arkansas, ROP has established itself as a strong partner in the Bryant community after having

assumed the operation of the Arkansas Juvenile Assessment and Treatment Center (AJATC)

program in 2016. ROP has built a partnership with the Boys and Girls Club, multiple churches,

and is a current member of the Bryant, Arkansas Chamber of Commerce (see Appendix A). If

selected, we will continue to seek active community partnerships in each of the communities where

our programs are located.

In preparation for the potential expansion of services across the state, Rite of Passage and the

Centers for Youth and Families have formed a professional partnership that has led to the

successful development and operation of a 20-bed step down/group home program known as

Destiny House, which is designed to serve lower risk students transitioning from the AJATC or

one of the other state juvenile residential programs. The program can also be utilized for lower

risk offenders in lieu of being placed at AJATC or one of the other state programs. The Destiny

House concept is designed in a manner that can easily be replicated in other parts of the state to

serve lower risk offenders in a community setting leading to fewer students in the state institutions,

which falls in line with the governor’s reform initiative of serving students in the least restrictive

environment possible to meet their needs.

The partnership between Rite of Passage and the Centers for Youth and Families will allow for the

development of counseling centers near the Harrisburg, Lewisville, Dermott and Mansfield

locations to serve the students that are discharged from these programs with continued clinical

services required. Rite of Passage and the Centers for Youth and Families are also committed to

the creation of a stand-alone special needs program that creates a placement option for those

students who are experiencing severe mental health symptomology, which will be designed to

serve as a psychiatric placement when no other placement can be secured. This special needs

program will accomplish the goal of ensuring the proper level of care for those students

experiencing severe psychiatric episodes by establishing a level of care necessary to meet the needs

of the students.

The partnership between Rite of Passage and the Center for Youth and Families creates an

incredible opportunity to expedite the reform efforts of the juvenile justice system in the state of

Arkansas as well as hastening the perpetuation of the Governor’s proposed reform legislation.

Finally, of special note is our partnership with the Passageway Scholarship Foundation. Supported

by ROP, its staff and stakeholders, the Passageway Scholarship Foundation provides tuition

assistance for students who wish to pursue college or trade school after exiting an ROP program.

Since its inception in 1994, Passageway has provided over $1,000,000 in scholarships to young

scholars that graduate from ROP programs. In the 2017-2018 academic year, Passageway provided

scholarships in varying sizes for 49 students in schools across the country including Cincinnati

School of Barbering, Shippensburg University in PA, Glendale Community College in AZ,

Arizona State University, University of Kansas and the University of Denver Morgridge Graduate

School of Education. Should ROP be awarded this RFP, this scholarship opportunity will be

extended to youth at each of the four residential treatment facilities included in this proposal.



2. Providing Community Service and Giving Back

In turn, ROP strives to be a good partner to the community. Our activities involve the community

to further develop values of relationship building, community building and responsibility. During

the past year, our students volunteered over 47,000 hours to numerous community organizations

and faith-based groups that allow youth to engage in meaningful projects, while developing

respect, empathy and compassion. Due to these opportunities, our youth have been awarded the

Special Olympics Organization Volunteer of the Year, Agency of the Year Award, and received

an Honorary Proclamation by former Colorado Governor, Bill Owens, proclaiming May 27, 2004

as Rite of Passage Day.

Our innovative community service initiatives have included community-based activities as well as

activities in secure facilities that do not require youth leaving the facility. Previous ROP initiatives

have included the following:

Major disaster relief: When Hurricane Isaac struck New Orleans, it left many families

without power or access to supplies. ROP students of the California/Nevada Qualifying

Houses “adopted” families affected by the disaster and assembled emergency kits.

Lending a helping hand to disabled veterans:

ROP students from the Colorado Qualifying

House volunteer annually to assist disabled

American veterans navigate the busy Denver

International Airport (DIA).

Canned food for the homeless: During the

holiday season, ROP’s Sierra Ridge Academy

students sing Christmas carols in their local

community to collect canned food donations for

the local homeless shelter.

Elementary School beautification project: Students from the Arkansas Juvenile

Assessment and Treatment Center cleaned up and rejuvenated the David O Dodd

Elementary School’s playground, repainting sidewalk games such as four square and

hopscotch.

Blankets and beanies for the homeless: The Francis House in Omaha, Nebraska receives

blankets and beanies knitted and crocheted by students at Uta Halee Academy.

Get Well Soon cards: Students at the J. Walter Wood Youth Residential Facility in

Alabama have crafted several handmade “Get Well Cards” for children at the University

of Alabama at Birmingham Children’s Hospital.

Additionally, ROP will establish a Community Advisory Board in each community where our

programs are located that will integrate community involvement, promote the program

achievements and help develop community programs and activities that will enhance the quality

of services that we offer our youth. Board members’ roles will include the following:

Continuum of Care Expansion. To assist program staff in identifying and building

relationships with local service providers in the community who can provide needed direct

care and support services to ensure that a full continuum of care is accessible to students

in each program.



Mentor Task Force. To support graduates who could benefit from a community member

who will offer the youth guidance and encouragement.

Business Partnership Task Force. To build mutually beneficial relationships with Arkansas

businesses so that these businesses will help train, educate and employ youth.

Community Awareness Task Force. To act as ambassadors to local community and

government agencies in order to create goodwill in the community and to inform these

agencies of the specific residential program and the ROP organization.

Friendraising Task Force. To approach businesses, foundations, and other agencies that

will provide Passageway with scholarship fund donations or provide the facilities with

equipment donations in order to ensure students at the facility have a positive environment

and rewarding experience/

ROP successfully operates such boards in other communities, and was able to recruit from local

businesses, education/vocational partners and experts in juvenile justice to create a new

Community Advisory Board for the Arkansas Juvenile Assessment and Treatment Center

(AJATC) program in 2016. Members of that Board include a variety of professionals who bring

an exciting mix of skills and interests to the program. Current members include representatives

from the following stakeholder groups:

1. Bryant Fire Department

2. Bryant Police Department

3. University of Arkansas-Little Rock

4. Philander Smith College

5. Private Businesses

6. Parents of AJATC Students

E. Describe your organization’s experience, practice and methodology for promoting family engagement in achieving goals and outcomes specified in the juvenile’s master treatment plan.

The Department of Youth Service (DYS) has clearly outlined the expectation in its Transformation

Plan that family engagement should be a core component of the youth’s treatment plan and that

youth be returned to a home setting as quickly as possible. ROP is acutely aware of the multiple

needs of young people and their families. To further support positive youth development, our

family services and supports shift away from the deficit-based emphasis on control, and toward a

strength-based emphasis on attachment and skill building within a multi-generational approach.

The goal of our family program is to promote attachment, enhance parenting skills, encourage

positive behavior and teach alternative ways for families to negotiate effectively, minimize conflict

and develop techniques to promote reciprocal reinforcement, reconciliation and reunification. In

order to promote family engagement, ROP will utilize the following methods and practices:

MDT Participation. According to research, a family is more likely to alter behaviors when a

Treatment Plan is focused on what they perceive to be their needs. Thus, ROP will schedule a time

~;?LANDER S M I T H C O L l Eu~J



to meet with the family upon admission to begin developing a collaborative relationship to address

their goals of placement and family therapy. In preparation for the MDT Treatment meeting, the

Case Manager will review the diagnostic information with the family to illicit how they would like

to address the results. The Case Manager will follow the same procedure with the student. At the

MDT Meeting, the family will present their finalized plan. In subsequent meetings, the family will

report their progress on meeting plan goals, objectives and interventions to support their ownership

of the plan.

On-Going Treatment Involvement. ROP will implement a culture of communication which

emphasizes regular, no less than weekly, dialog and open communication with each student’s

parents/guardians to address concerns and issues as they develop, related to the youth’s Treatment

Plan and to all services ROP provides at the four facilities. Progress on Treatment Plans is

communicated by the Case Managers to families on a monthly basis.

Individual Family Therapy. Family involvement and participation in youth programming is an

integral part of treatment. Structured and secure family visits will take place in a specific approved

setting and are based on the Brief Strategic Family Therapy

Model (BSFT) (Swartz and Szapocznick, 2004). The BSFT

model is designed to address three goals: 1) prevent, reduce,

and treat adolescent behavior problems such as drug use,

conduct problems, delinquency, risky sexual behaviors,

aggressive/violent behavior, and association with antisocial

peers; 2) improve pro-social behaviors such as school

attendance and performance; and 3) improve family

functioning, including effective parental leadership and

management, positive parenting, and parental involvement

with the youth and his/her peers and school. BSFT is

typically delivered in 12-16 family sessions, depending on

the severity of the communication and management

problems within the family (Muir et al., 2004) and (Waldron

and Turner, 2008).

Our practice is to honor a broader definition of family to ensure family and significant adults

engage with youth, which will always include DYS input and approval. Therapists will facilitate

family sessions within a family systems and multi-generational model. Times and frequency are

offered as determined and prescribed in the Individual Master Treatment Plan.

Parent/Guardian Session: Parents/guardian will be offered the opportunity to meet with a

therapist when the child is admitted to process separately how the removal from the home has

effected them and any trauma associated with the placement. Parents will be supported as to the

impact of the placement and behaviors of the student and engaged as partners, when possible prior

to scheduling family therapy sessions with the youth and family.

Multi-Family Groups. Multi-family groups, based on the principles of BSFT, are offered twice

per month and are facilitated by the Case Managers. The focus of the groups may change

depending on individual group interests and include opportunities for skill building in the areas of

communication and engagement developing new ways to interact effectively emphasizing

treatment, transition and reunification.



Parenting Education. ROP will implement a Parenting Education Group at each of the program

facilities to be held on weekends on an on-going, rotating basis. The parenting education group

shall be delivered using the Parenting Through Change (PTC) curriculum. PTC is a group

parenting intervention that addresses child and adolescent behavior problems, including

oppositional defiant and conduct problems and associated challenges such as attention-deficit

hyperactivity disorder (ADHD) symptoms, delinquency, substance use, depression, academic

problems, and deviant peer association. Weekly parent group sessions introduce a set of core

parenting practices (e.g., skill encouragement, limit setting, monitoring, problem solving, and

positive involvement) and supporting practices (e.g., active communication, emotion regulation,

and academic promotion). Group facilitators use active teaching skills (e.g., role play, problem

solving, and relevant experiential activities) to introduce and practice skills. This program is rated

a “1 - Well-Supported by Research Evidence” on the Scientific Rating Scale based on the

published, peer-reviewed research available.

Family Transportation. To further support family involvement with the student’s rehabilitation,

and to enhance reunification, ROP will offer round trip van transportation of families to the specific

Arkansas facility where their son/daughter resides on scheduled visitation weekends.

Supervised Visitation. ROP will welcome and encourage

family visits at the student’s assigned facility and, under

specialized circumstances outlined in the student’s Master

Treatment Plan, at off campus locations. ROP shall provide a

positive atmosphere where parents and students can interact in

a safe, structured environment. ROP’s Case Manager will

actively monitor (watch and listen) parent-student interactions

throughout the entirety of the visit and support ongoing family

treatment consistent with the Master Treatment Plan by

teaching and demonstrating parenting skills to parents and

caregivers. To ensure the safety and security of the youth and

their family, ROP provides parents/guardians with a copy of

the visitation guidelines outlining specific requirements, dress

code, etc. to ensure the visitations are safe, pro-social and

successful for the student and the family members alike. To further support a safe environment,

the authorization of approved visitors by the court, social service or probation department will be

documented in the student’s file. Unauthorized individuals will not be allowed to visit the youth.

Phone Calls and Letters. ROP will encourage students to maintain routine contact with all

approved individuals in the student’s Master Treatment Plan. This includes a minimum of one

phone call per week to family members/kin and any supports needed by the student to both read

and write letters to/from family members/kin.

Videoconferencing. In areas where sufficient internet bandwidth is available, ROP will offer

students the opportunity to conduct live videoconferencing sessions with approved family

members. Videoconferencing sessions will be supervised by ROP Case Managers (in a similar

manner as in-person visitation is conducted) and documented fully in the student’s case record.

1,851

Number of visitors in 2018 at

the ROP-operated AJATC

facility

ROP has never cancelled a

scheduled visit at AJATC



Family-Friendly Events. A core belief at ROP is that students have the opportunity to experience

a normalized childhood. ROP believes that engaging in Holiday activities and “community-style”

family events is one of the primary ways that we can help foster a normalized environment in our

secure and staff-secure facilities. ROP provides regular opportunities for families to participate in

special events. Through parent-teacher

conferences, Passageway Scholarships™,

Career Fairs, graduations, and VALIDATE™

ceremonies, we enable parents to participate

in their child’s academic and professional

growth. Athletic games, holiday events and

family fun activities promote engagement.

We also welcome family inclusion for

community service projects and spiritual

celebrations to strengthen familial

connections. ROP will ensure that all

facilities we operate in Arkansas are provided

the same venues to strengthen student-family

relationships and increase family engagement

in the juvenile’s treatment.



A. Describe your organization’s practice and methodology to ensure universal, consistent and up-to-date training for staff with respect to evidence-based practices, and established standards, procedures, and protocols in providing care and maintaining safety and security at the juvenile facility.

ROP is committed to providing effective evidence-based programs and practices to all youth in

our care. A primary component of delivering quality services to youth and families requires that

staff are highly trained so they can deliver programs with fidelity and in accordance with national,

state and ROP standards. Training our staff while offering professional development opportunities

to become experts in their field are key to not only cultivating our employee’s sense of purpose

and potential, but also the quality of services offered at the programs we manage. ROP values the

importance of education and training that enables all staff to understand the larger vision and

mission of our work, utilizing the most up-to-date, relevant information that is culturally

appropriate, trauma-responsive and answers to the needs of the youth in our care.

This attention to staff training and competency begins the moment a new employee walks on

campus. Through our Climate of Invitation, employees are welcomed by management and peers,

and invited to ask questions. These early moments are guided by a training document, Rite of

Passage’s Employee Guide (see Appendix P), which explains our organization’s basic tenets,

policies, procedures and—most importantly—serves as a comprehensive introduction to our

organization’s culture. New employees are led through this guide by colleagues and senior staff to

ensure a staff’s comprehension of the material while building professional, working relationships

that are necessary to running a safe program.

ROP is committed to providing the most current, relevant, and cutting-edge training to enhance

our service delivery model. To facilitate this commitment, we developed a 4-tier training model

that ensures staff are not only trained in the

skills necessary to deliver quality

programming and services, but are also

encouraged to grow within the company.

We categorize our training into four tiers:

(1) Initial Pre-Service Training, (2) On-

the-Job Training, (3) In-Service Training,

and (4) Professional Development.

Initial and ongoing training hours will be

met through implementation of ROP’s 4-

tier training model, which includes an 80-

hour orientation (called Pre-Service) plus

40 additional hours of On-the-Job training

within the first 60 days of employment.

ROP’s Training Plan consists of a blended

E.6 Staffing



model that combines traditional classroom learning, guided field training, and online learning

through our web-based ROP University.

1. Initial Pre-Service Training is competency-based and qualifies staff to work with

students by fulfilling training required by law, licensing, accrediting bodies and ROP

policy. This training is generally taught in a classroom environment, with some hands-on

training taking place within the facility. The Pre-Service curriculum includes Human

Resources, Safety, Harassment, PREA and other essential topics. More specifically, staff

will receive Pre-Service training prior to having any contact with youth. Topics for this

training include:

2. On-The-Job Training supports Pre-Service Training by applying the concepts learned in

the classroom to actual situations and is completed within sixty (60) calendar days of hire

date. The instructors are certified in specialty areas and are line level supervisors that work

with the staff throughout the program day. The training topics are focused on the

knowledge, skills, and abilities necessary to operate as the front line of the facility’s youth

supervision. This “on-the-job” training occurs where the program element actually takes

place (living unit, dining room, gym, school classroom, etc.). The goal is to have the staff

demonstrate a working knowledge of, and an operational proficiency in, implementing the

most important program elements. This training starts immediately after the conclusion of

Pre-Service training and includes 80 hours of additional instruction.

ROP developed our Tech 22TM Manual to support On-the-Job Training as required by

DYS, and is provided through directed mentoring by veteran staff. The Tech 22TM includes

ROP’s 20+ most essential policies and elements of safe and effective juvenile care

programming. New staff members learn to apply these Tech 22TM policies and operational

knowledge to real work situations, certifying their proficiency to run the ROP program.

Proficiency is demonstrated through practical application as well as a Tech 22 test, which

requires a passing grade. Staff who are unable to fulfill the requirements of the Tech 22

training may not continue their employment. Specific Tech 22TM topics include:

Staff Dress Code

Student Dress Code

One-on-One Contact and

Counseling

Crisis Intervention

Interactive Supervision

Proactive Levels of

Intervention

Daily Progress Notes

Transportation and Off-Site

Travel

Direct Care Classroom Duties

Daily Schedule Policy

Personal Grooming, Showers,

Personal Hygiene

Staff and Student Public

Address

Meal Program

Physical Fitness

I-VALIDATE / I-ACHIEVE

Skill Development Groups

Incident Reporting

Positive Organizational Culture

(POC) Group Meeting Policy

Problem Resolution Process

24-Hour Medical Emergency Plan

Basic first aid

CPR certification

Confidentiality/HIPAA

requirements/FERPA

Security Procedures

(including proper use of

restraints)

Use of force (including

proper documentation

procedures

Juvenile rules and

regulations

Safety procedures

Key control

Emergency procedures

Interpersonal relations

Communication skills

Cultural humility

Sexual abuse/assault

Code of ethics

Overview of AR Juvenile

Justice System and the role of

DYS

Safety, Security, Supervision and

Documentation

Infection Control/Blood-borne

Pathogens

Sexual Harassment/Abuse

PREA

Child Abuse/Reporting

PREA compliant human and

gender diversity

Mission/Program

Philosophy/Program culture



3. In-Service Training for direct care staff will include additional mandatory topics in

accordance with DYS, ACA and CARF standards. Topics will include safe physical

management and de-escalation, CPR/First Aid recertification, suicide prevention training,

professionalism and ethics, PREA, emergency procedures, child abuse reporting and

specialized training for mental health and substance abuse. All direct care staff members

will participate in a minimum of 40 hours of in-service training annually (additional hours

will be determined by job category and individual need). Specific topics will include, but

are not limited to:

Safe Physical Management

update

Diversity and Inclusion

Trauma-Informed Care

Professionalism and Ethics

Update

Red Flags (Promoting

Professional and Appropriate

Staff Conduct)

Safety, security, supervision

and documentation including

incident reporting

Emergency Situations

Infection Control/Blood-borne

Pathogens

Communication Skills

Sexual Harassment/Abuse

Child Abuse/Reporting

PREA

Stages of Adolescent

Development and Behavior

Adolescent Behavior Specific

to the Population Served

Mental Health and Substance

Abuse Services

Knowledge of Trauma’s Impact on

Behavior

Behavior Management and

Behavioral Intervention

Techniques

Gang Culture Awareness

Overview of AR Juvenile Justice

System and role of DYS

Mission/Program

Philosophy/Program Culture

4. Professional Development is available to staff interested in furthering their skills or at

supervisor recommendation. It allows staff to understand the “why” of juvenile justice

service practices, by gaining knowledge of the research and strategies that inform service

delivery. Continuing Professional Development education is designed to bring participants

up-to-date in a particular area of knowledge or re-certification. ROP offers evidence-

based/informed strategies through the Essential Skills Training™ covering: Principles of

Effective Intervention and Core Correctional Practices, Cognitive Behavioral

Interventions, Positive Skill Development Group, Positive Organizational Culture and

Group Dynamics, and Healthy Adult Student Boundaries, Diversity and Incident Report

Writing.

Additionally, to aid in the Professional Development of upper level staff seeking leadership

positions, ROP developed our Leadership Education Apprenticeship Program (LEAP).

LEAP is a year-long intensive leadership course designed to strengthen leadership skills,

with attention to honing staff’s leadership style, creating and adhering to a budget,

developing communication, team-building and goal-setting skills. The curriculum focuses

on self-development through expert-led monthly seminars, panel discussions, self-paced

assignments based on material presented in the seminars and job-shadowing experiences

with a mentor who is a part of ROP’s senior leadership team. Additionally, crisis

management, cultural competency and other related topics are

explored. LEAP participants are selected based on their knowledge,

skill and passion for our organization’s mission; their demonstrated

competency in the LEAP program makes them eligible for future

ROP leadership opportunities and ensures on-going leadership

capacity. The strongest graduates of our LEAP program have been

identified and will be given the opportunity to compete for new

management roles at Harrisburg, Dermott, Lewisville, and

Mansfield Juvenile Treatment Facilities.

~{9 LEAP



To ensure the Training Plan remains relevant and up-to-date, ROP holds a national training event

every January, which is attended by key leadership. During this training, we host national experts

to provide our leadership team with relevant evidence-based and informed strategies based on

industry trends, research findings and compliance standards. These form the foundation of our

organization’s goals and objectives for the year from which a master strategic plan is created. Each

region in our organization makes a strategic plan based on this blueprint, with consideration for

their respective compliance and regulatory standards. Each Regional Director then hosts a training

for their management team to share the strategic plan with every staff member. Staff can

understand, and therefore implement, the ROP program to meet our organization’s goals—

improving the quality of services offered to youth and families.

Evidence-Based Practices

ROP supports DYS’ core belief that youth are best served in settings where evidence-based

rehabilitative services are available. We draw upon current research and the expertise of

national organizations in crafting our agency-wide vision for training. We are an active member

of numerous national, regional and state industry associations. Membership in these associations

provides ROP with access to collective knowledge and resources regarding industry changes,

policy updates and emerging trends regarding evidence-based and best practices. This information

is a critical element used to drive ROP’s staff training plans. ROP draws from the following

national resources:

Council of Juvenile Correctional Administrators (CJCA)

Coalition for Juvenile Justice (CJJ)

National Council of Juvenile and Family Court Judges (NCJFCJ)

Association for Justice Involved Females and Organizations (AJFO)

National Partnership for Juvenile Services (NPJS)

American Probation and Parole Association (APPA)

American Corrections Association (ACA)

Commission on Accreditation of Rehabilitation Facilities (CARF)

University of Cincinnati Corrections Institute (UCCI)

John Jay College of Criminal Justice

University of Maryland

CJCA , Council of Juvenile Correctional Adm1n11trators

University of l(f CINCINNATI

NCjFCJ 1'A TIONAL COUNCIL Of

IUV[NIL[ AND AMILY COURT JUDG[S

JOH N JAY COLLEGE

OF CRIM I NAL JUSTICE


https://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=0ahUKEwjytv_19P_LAhUJwmMKHSjlCRgQjRwIBw&url=https://twitter.com/ajfoconference&bvm=bv.119028448,d.cGc&psig=AFQjCNGQWIwAkDyLo5G4kBe2Za4Jk0UwTQ&ust=1460234836738062

https://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=0ahUKEwjUk6XG9P_LAhULxmMKHcG3At4QjRwIBw&url=https://twitter.com/4juvjustice&bvm=bv.119028448,d.cGc&psig=AFQjCNGNO_1NfMRgK60xVTUGvj_zrv1N_g&ust=1460234760276801

http://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=0ahUKEwjv14e29P_LAhVJzGMKHUPECj8QjRwIBw&url=http://www.modelsforchange.net/newsroom/1007&psig=AFQjCNFch6OEL0Al35j1yrCG_Q9GpLQaYQ&ust=1460234727296991

http://www.appa-net.org/eweb/StartPage.aspx








Additionally, ROP has established a partnership with the University of Cincinnati (UCCI).

Through this partnership, the entire organizational Executive Management Team attended and

completed a certificated program titled How to Implement Evidence Based Practices in a

Correctional Setting. Under the direction of our Training and Compliance Department, ROP

annually evaluates training needs and modifies the Training Master Plan, coordinating the delivery

of evidence-based training with each site and region.

ROP’s established UCCI training program consistently develops new trainers in the latest

evidence-based strategies through a rigorous train-the-trainer process. Select ROP staff become

certified trainers at the University of Cincinnati summer symposium and then train ROP colleagues

at regional training events.

Each ROP site has a highly skilled trainer who is responsible for the continued delivery of the

training curricula. Such trainings promote consistent implementation of evidence-based practices,

national and state requirements, and ROP policies.

Evidence-based/informed strategies allow staff to understand the “why” of behaviors, attitudes and

beliefs inherent in our youth. They also provide differentiated strategies that are based in research

and outcomes.

Youth Population Evidence-Based Staff Training for Specific Populations

Male Sex Offenders; under age 18 UCCI Cognitive-Behavioral Intervention for Sexual Offending

Motivational Interviewing (MI)


Male Juveniles age 18-21,

including sex offenders age 18-21 Thinking for a Change (T4C)



Male Juveniles under age 18 with

intensive stabilization needs Motivational Interviewing (MI)


Females under age 21, including

female sex offenders Trauma-Focused Cognitive Behavioral Therapy (TF-CBT)

Seeking Safety



Male Juveniles under age 18 Aggression Replacement Training (ART)





Standards, Procedures and Protocols

If evidence-based strategies are the “why,” the understanding of policies, procedures and protocols

are the “how.” It is essential that staff are trained, understand and have the competency to give

non-negotiable directives and follow policies and procedures that are required by law and

accreditation bodies to ensure safe operations.

ROP works diligently to ensure our safety, security and provision of care standards, procedures

and protocols remain universal and consistent among staff in our 40 programs nationwide. We

accomplish this by ensuring all staff receive the same Pre-Service Training, which is modified to

reflect the policies of the agency and identified facility. No staff will work with youth until this

requirement has been met and they have demonstrated competency in the required areas. We

ensure that all required On-the-Job Training, de-escalation training, annual training and re-

certifications are accomplished. Policy changes in these areas are brought forward, discussed and

agreed upon by our Senior Operations Committee.

ROP believes that services and interventions

provided by direct care staff are critical elements in

a successful juvenile program. ROP has made it an

organizational priority to provide our direct care

staff with the best training in the industry and, to this

end, we have developed a comprehensive training

program called Tech 22™. The purpose of this

training program is to teach staff the essential

elements of safe and effective juvenile correctional

care. Through directed mentoring, staff learn to

apply operational knowledge to real work

situations, certifying their proficiencies to run the

ROP program. In addition to Universal Training and

Tech 22™ training, direct care staff will be trained

in areas specific to the populations of youth served

at each facility. For our secure programs, ROP

developed a supplemental training to the Tech 22TM

called ROPSCOPE (Secure Care Operations and

Program Elements), which includes key policies

that are specific to secure programming.



B. Provide experience and credentials of each key staff member. Identify by title, job duties, and required qualifications, the staff member(s) who will be responsible for engaging with designated community-based providers in the development of aftercare plans for youth, include those responsible for developing recommendations for outpatient treatment, services, and supervision after discharge from the facility. (See RFP section 7.1)

ROP is a national organization with over 1,800 staff across 16 states. If selected as the operator

for the Harrisburg, Dermott, Lewisville and Mansfield locations, ROP would not only provide key

staff at the site level, but also corporate leadership and support, and regional resources centralized

at the Arkansas Juvenile Assessment and Treatment Center.

Key Staff Members

Ski Broman, Chief Executive Officer

As a co-founder of ROP, Mr. Broman has dedicated his career to developing

effective juvenile treatment programs for youth. During his tenure, 35,000 youth

have gone through ROP programs. Mr. Broman holds a Bachelor’s Degree in

Business and holds a Master’s Degree in Marriage, Family and Children’s

Counseling from the University of San Francisco. Mr. Broman has a second

Master’s in Business Administration from Pepperdine University.

Lawrence Howell, Chief Administrative Officer

Mr. Howell has over 30 years of experience working with juveniles in a residential

and community-based settings. He is a member of the Nevada Association of

Juvenile Justice Administrators and a member of the Supreme Court Commission

on Juvenile Justice Reform. Mr. Howell earned a Bachelor’s Degree in Sociology

from the University of California, Davis and he holds Certificates in Human

Resources and Public Management from the University of Nevada, Reno.

Carolyn Jenkins-Bower, Chief Financial Officer

Ms. Jenkins-Bower has a Master of Business Administration and a Bachelor of

Science degree in Business Administration. Ms. Jenkins-Bower has twenty years

of experience in Finance, including: finance banking, manufacturing and hospitals.

As the CFO, Ms. Jenkins-Bower oversees the Finance, MIS, Purchasing and

Human Resources Department. Ms. Jenkins-Bower is also a member of non-profit,

community-based Board of Directors.

Michael Cantrell, Executive Director

Over the past 31 years, Mr. Cantrell’s expertise has covered residential

programming and therapeutic/clinical programs for secure and staff-secure

facilities. Prior to joining ROP, he was the Regional Director for the Florida

Department of Juvenile Justice and the Executive Administrator for the Arizona

Department of Youth Corrections. Mr. Cantrell holds a Bachelor’s Degree in

Sociology from Union College.



Marlon Morrow, Regional Director

Mr. Morrow has almost 30 years of experience in the juvenile justice and mental

health fields, and over 25 years with Rite of Passage. After receiving his Bachelor’s

degree in Social Work from the University of Nevada, he worked with and led

leadership teams at Rite of Passage programs in multiple states. Mr. Morrow has

provided direction and oversight of the Arkansas Juvenile Assessment and

Treatment Center since 2016.

Amy Ast, AJATC Deputy Director

Ms. Ast has worked in youth services for over 23 years and holds a Bachelor’s

Degree in Communications and a Master’s Degree in Business Management. In

addition to her role at ROP, Ms. Ast also works as a consultant and subject matter

expert for the Department of Justice, is an elected member of the ACA Delegate

Assembly, actively serves on the Juvenile Committee, is a member of the Council

of Juvenile Correctional Administrators, the Association of Women Executives in

Corrections, and has been a member of the ACA for over 15 years.

Dr. Karen Mathis, Regional Clinical Director

Dr. Karen Mathis has 28 years of experience working with youth in juvenile justice

settings that have mental health concerns. Dr. Mathis has a BA in Social Work, MS

in Clinical Psychology, MS in Counseling Psychology, and PhD in Clinical

Psychology. She received formal education from the University of Arkansas Pine

Bluff, Fisk University, Tennessee State University, Vanderbilt University and

Walden University.

Tracy Bennett-Joseph, Director of Education

Ms. Bennett-Joseph serves as the chief administrator for all ROP schools and

oversees all educational services. Ms. Bennett-Joseph attended Nova Southeastern

University from which she received her Master’s Degree in Educational

Leadership, and is currently pursuing a Doctorate of Education. During her career,

Ms. Bennett-Joseph was a teacher and principal in public and alternative education.

Dr. Martha Wall-Whitfield, AJATC Principal

Dr. Whitfield has been an educator for over 20 years and holds a doctoral degree in

Educational Leadership from Virginia Commonwealth University. She has

experience as a theatre teacher, assistant professor, and school leader. She is a

certified Gangs in Schools Specialist and gang researcher and has worked with

school systems all over the country to identify and control school-based gang

issues. She is also an advocate for the foster care community in Arkansas and is

passionate about providing opportunities for at-risk youth to change their lives.

Lynda Kyhl, Regional Business Manager

As the Business Manager, Ms. Kyhl has over a decade of experience with business

and operational start-ups, contracts, compliance and quality assurance reviews

within the juvenile justice field. She holds a Bachelor’s Degree in Sociology and

Environmental Science, was a summa cum laude graduate of Ohio Wesleyan

University and is a member of the Phi Beta Kappa Honor Society.



Aftercare Planning

Research into effective aftercare planning and programming for juveniles has found that bridging

the gap between residential care and community-based resources is essential to the youth’s long-

term success. Thus, ROP begins the transition planning process immediately upon admission, so

that the youth is connected to the appropriate community resources throughout their time in our

care and has developed a strong network of support long before they leave.

As part of our Integrated Care Model™ and in alignment with DYS’s core belief that treatment

and placement decisions should be individualized, based on comprehensive, standardized

assessments, and actively involve youth and families, ROP follows an integrative approach to

case management that maximizes collaboration and resources, including the

youth, their family and resources provided by community-based providers.

Case management includes collaborative Multi-Disciplinary Team

(MDT) efforts in the development and monitoring of the youth’s

Master Treatment Plan. The MDT approach permits all stakeholders

involved in the youth’s case to provide technical assistance and

advice to one another to support service delivery through formal

means such as case review meetings, family team meetings and

informal conversations. This heightened communication

improves outcomes for each agency, and most importantly for

the youth. The MDT ensures that important aspects of

treatment are not missed and that we have developed the very

best treatment and transition plans for the individual youth.

The MDT includes the Clinical Coordinator or Lead Therapist, the

Case Manager, Education Coordinator, contracted medical staff, DYS

staff, guardians (when appropriate), community-based aftercare

providers (on an as-needed basis), education partners and anyone

else who may be involved in the juvenile’s case. In Arkansas,

the Case Mangers oversee the case planning services and

ensure all individual treatment services incorporate the needs

of the juvenile, family, DYS and community-based providers

and are aligned with the juvenile’s Master Treatment Plan.

ROP’s case planning process is depicted in the inset on this

page.

Case planning services include developing a specific transition plan

for each juvenile which will help guide him/her as s/he integrates back

into the community. Case planning includes continual

communication, formalized documentation and adherence to

DYS protocols. Case Managers meet with the youth at least

once per week for one hour to ensure that treatment, education

and transition services are provided effectively and in a timely

manner. The Case Manager serves as the liaison to all program

departments and community-based providers in order to

promote a seamless system to track and report progress.

Admission/ Intake

Assessment/ Screening

Multi-Disciplinary Team Review

Individual Treatment

Plan

Creation of Aftercare/

Discharge Plan

On-going evaluations,

reports and MDT review



In collaboration with the youth, the Case Manager monitors the Master Treatment Plan,

coordinates weekly meetings, facilitates family intervention services and coordinates

comprehensive case planning services that are all provided effectively and timely to meet the needs

of the youth and his/her family.

The ROP clinical team provides individual therapy, facilitates group therapy, and monitors

treatment progress. We will measure juvenile progress through clinical treatment team meetings

with the Program Director, Psychiatrist, clinical team, Education Advocate and Case Manager.

Monthly, Case Managers review the Master Treatment Plans with each youth, their guardians (if

appropriate), their therapist and service providers who are providing contracted treatment services.

In addition, when a juvenile is within 60 days of discharge, the Case Managers will work with the

Multi-Disciplinary Team and designated community-based providers to finalize an aftercare plan.

The following table describes the job titles, job duties and minimum qualifications of ROP staff

providing case planning services to youth, based on both ROP and DYS requirements.

Job Title Job Duties Minimum Qualifications

Program

Director The Program Director is responsible for the quality

delivery and oversight of the treatment, educational,

vocational and student health and welfare services.

He/she is responsible for the day-to-day site operations

including budgeting, financial stewardship,

administration, program elements, staff development

and training.

Bachelor’s Degree in general

business, sociology, psychology or

a related field, and five (5) years of

experience in social services,

organizational management or a

related area, including one (1) year

of experience in a supervisory

capacity.

Clinical

Coordinator/

Lead

Therapist

Responsible for the quality delivery and oversight of the

treatment services in accordance with ROP policies and

procedures as well as federal and state regulations,

licensing practices and laws. Responsible for

supervising the activities and staff that provide

individual, group and family therapy and monitoring

juveniles with mental illness and/or receiving

psychotropic medications.

Master’s Degree in Social Work or

Human Services. Doctoral Degree

in Clinical Psychology (Psy.D. or

Ph.D. is preferred).

Case Manager Primarily responsible for facilitating the delivery of

services indicated in the Master Treatment Plan.

Bachelor’s Degree in psychology,

sociology, social work, or a related

field; Two (2) or more years

working in direct client contact in

the juvenile justice, mental health,

or related field.

Therapist Provides therapeutic services to youth and their families.

The Therapist reports to the Clinical Coordinator and/or

the contracted Psychiatrist.

Master’s level or equivalently

trained mental health professional;

prior experience working with at-

risk youth

Education

Coordinator Member of the Education Team. Coordinates all

education services and maintains all education-related

student records.

Associates Degree in a related

field; Two (2) or more years

working with youth.



The positions identified above collaborate with multiple departments and contracted agencies,

including Assessment Services and the contracted medical provider, to ensure the youth’s needs

are met throughout their time at ROP. They will share in the responsibility of developing aftercare

plans and engaging with community-based providers, as well as making recommendations for

outpatient treatment, services and supervision after the youth’s discharge from the facility.

The aftercare planning process is summarized into five phases below:

First 30 Days: When a youth arrives at the facility, the aftercare/transition planning process

begins at intake. The Case Manager and Program Director review the Master Treatment Plan and

begin to develop the Aftercare Plan based on the youth’s specific risk factors, and their most likely

aftercare track (step-down program, custody of a relative, or independent living). Additionally, the

Case Manager and Program Director engage with the student and develop a rapport to help them

acclimate to the program—the process of skill development and positive change can only begin

after a student feels safe and acclimated to the program.

Day 30+: The Case Manager tracks the youth’s progress, initiating feedback from the other

members of the MDT. The student develops protective factors and skills that will support long-

term success through treatment, skill development groups, education, vocations and prosocial

activities. Family relationships are strengthened through parent involvement in Parent-Teacher

Conferences, attendance at on-site events and participation in Family Therapy. The Education

Coordinator evaluates the student’s progress in the education program, and works with the student

to determine if s/he is pursuing a high school diploma or GED while in the program or will enroll

back in school in his/her community after discharge. ROP agrees that collaboration with local

school districts is critical to a youth’s successful return home. The Case Manager discusses

long-term goals with the youth and incorporates these into the Aftercare Plan.

Final 60 Days: During the final 60 days, the

youth’s MDT will review program progress

and begin to make the appropriate

arrangements for discharge. The aftercare

plan will address the youth’s risk factors and

account for their emotional, social, family,

mental health, medical, treatment, and

educational and vocational needs. For

example, if a student is on track to receive

his/her high school diploma prior to

discharge, the Education Coordinator would

work with the student to review post-

secondary education options and would help the student submit applications and access

scholarships and financial aid, including those offered through ROP’s Passageway Scholarship

Foundation (See Appendix L and Appendix J). The Case Manager will assist the youth in

developing a strong network of support and will begin to arrange meetings with relevant

community-based service providers, as well as schedule interviews with possible employers or

college counselors. It is also during this phase of the aftercare planning process that youth begin a

series of stepdown measures, including supervised trips to the community.



Final 30 Days: During the final 30 days, the Case Manager will initiate final recommendations

from the appropriate members of the youth’s MDT. Each member of the MDT, including the youth

and their parent(s), review the recommendations and make the final approvals. The Case Manager

ensures that all referrals and arrangements have been made and engages all members of the youth’s

aftercare team to ensure that all parties are comfortable with the plans that have been made. The

Case Manager reviews all details of the Aftercare Plan at length with the youth to help mitigate

stressors that may trigger him/her to reoffend.

Discharge: The youth has been involved in the transition planning process since day one and has

signed off on his/her transition plan. S/he is connected to resources in the community and has plans

to continue his/her education or join the workforce in order to create a stable future for him/herself.

Referrals have been made to community-based service providers who will continue to work with

the youth on his/her mental health and treatment needs, and all providers have been involved in

the aftercare planning process to ensure continuity of care. The youth is equipped with the skills

developed while in the program, feels comfortable with the plans that have been made, and is

confident that he/she has a network of support that will help build upon the positive growth and

progress that has been accomplished.

C. Describe your organization’s practice and methodology to ensure direct-care and unit staff adheres to training, procedures, and protocol with respect to: Supervision, Intervention, Treatment, Documentation, and other security and control matters.

ROP’s training program ensures that all staff

engage youth in meaningful, positive ways while

maintaining safety and security at the facility. This

requires that staff members are well-versed in

Interactive Supervision, Levels of Intervention,

DYS policies and procedures, Evidence-Based

Treatment options, proper documentation of daily

behaviors and practices that maintain security and

control such as room searches, fire drills, juvenile

movement, staff positioning, utensil counts and

transportation protocol, to name a few.

Our organization utilizes several methods and

practices to ensure that the fidelity of our training

in these key areas remains intact, which includes:

1. Direct line supervision. We ensure that our Shift Supervisors are interactively supervising

their employees throughout the course of their assigned shifts to ensure adherence to the

established procedures and protocols. Staff are encouraged to regularly provide feedback

to one another, and to hold each other accountable.

2. Training reminders/refreshers. These reiterate our policies and procedures for staff in

order to protect against “drift” from their original training. Direct-care and unit staff are

required to participate in a minimum of 40 hours of in-service training annually.



3. Random camera reviews. Policies, procedures and protocols are reviewed to ensure they

are being appropriately adhered to across all shifts and by all staff.

4. Electronic wand guard system. This ensures that staff conduct required room checks and

other facility-wide security assignments.

5. Administrator on Duty (AOD) assigned every weekend. By having an AOD onsite who is

responsible for monitoring activities, we can ensure that staff are operating within the

parameters of all policies and procedures. The AOD is also required to do a facility

inspection to ensure cleanliness and make note of any maintenance or aesthetic concerns.

The AOD will submit a report to the Program Director each Monday morning outlining

the activities of the weekend and any issues and/or concerns they observed.

6. Group Observation. The Clinical Coordinator/Lead Therapist sits in on a minimum of one

direct-care/unit staff-led treatment group each week. The Clinical Coordinator/Lead

Therapist provides feedback to the staff afterwards.

7. Incident Notifications. The Program Director is notified of every incident that occurs

within the program and is responsible for reviewing the associated report and verifying

that the incident was correctly documented. When applicable, the Program Director will

conduct staff and student interviews and review camera footage of the incident as part of

this process. Additionally, every ROP Executive Director is notified of every incident that

occurs across all programs to maintain a culture of transparency.

Continuous Quality Improvement (CQI). Continuous Quality Improvement (CQI) will be used

to ensure adherence to training, procedures and protocol. ROP utilizes a CQI methodology that

examines systems and processes to continually improve upon them and make them better. We call

this examination a “root cause analysis” because the CQI works to get to the bottom of an issue or

deficiency.

Other characteristics include:

Use of data and a team approach to

improve decision making. Solutions to

problems are based on objective data as

well as staff input. CQI does not use a

“top-down” approach to problem-

solving; line staff are treated as experts

and are involved in brainstorming and

implementing solutions.

Involvement of the entire organization

to improve quality. Everyone,

regardless of position, is responsible for

improving the quality of the

organization.

Strong focus on stakeholders. The CQI process identifies various stakeholder groups and

gets feedback from these groups to improve services. In addition, this model also solicits

feedback from the juvenile.

12 Essential CQI Areas:

1. Personnel / Training Files

2. DPN/FFA

3. Physical Plant

4. I-VALIDATE / I-ACHIEVE

5. Multi-Department

6. Interactive Supervision

7. Individualized Assessment & Case

Planning

8. Grievance, Abuse & Incident Reporting

9. Food Service

10. Treatment Groups / PSD

11. Medical Department

12. Heath & Wellness



Continuous improvement of all processes and outcomes. Our organization is never satisfied

with the “status-quo.” In other words, it becomes part of the culture to continually look for

ways to improve.

Throughout the calendar year, ROP evaluates twelve essential CQI areas that encompass

supervision, intervention, treatment, documentation and security procedures. The twelve

essential CQI areas are universal across all ROP programs. Monthly, each CQI is reviewed,

monitored and audited to ensure staff are implementing, performing and adhering to all policies

and procedures as they were trained to regarding the designated CQI topic. We have also

implemented a PREA CQI process that focuses on PREA requirements.

Our CQI system is consistent with research and best-practices on ensuring fidelity and compliance

in our programs. The CQI model evaluates documentation, quality of services rendered

(establishing indicators), stakeholder satisfaction and implements action plans (if required.) ROP

programs have a minimum of two CQI focus reviews a month, which will be conducted through a

peer review process. Additional CQI topics may be added if the Program Director is concerned

that drift has occurred in a particular area.

Quality Assurance (QA). ROP will ensure that staff follow all training, procedures and protocols

as designed through our QA process. Every ROP program goes through an annual QA review. The

QA review team consists of subject matter experts who spend a week at the program observing

daily routines, reviewing documentation, interviewing staff and youth, observing groups,

conducting facility and equipment inspections, attending scheduled events and meeting with the

Leadership Team. The QA review culminates with the QA team and the program’s leadership

working together to develop an Action Plan to address any areas that were determined to be less

than standard. Once the Action Plan has been completed and agreed upon, the Executive Director

will evaluate the program eight weeks later as a follow-up to ensure that all agreed upon action

items have been completed. ROP has vast experience with this process and conducts an annual

QA review of each program.

External Program and Case Auditing. In addition to the internal audits described previously,

ROP will work with external agencies such as DYS, ADE and other state agencies that provide

facility and educational program monitoring to ensure that staff are adhering to training procedures

and protocol. ROP will fully cooperate in all processes which includes providing access to facility

records, administration, expenditures, staffing, etc. With our agency’s focus on stakeholder

inclusion, ROP’s culture supports stakeholder transparency and intra-agency collaboration. DYS

and other agencies will always be welcome to observe program delivery and access records –

whether the monitoring is announced or unannounced. These external audits may include:

On-Site Evaluations and Licensing Inspections. We will cooperate with external agencies

conducting monitoring and evaluations. The facility will receive thorough licensing

inspections by DYS or advocacy groups such as Disability Rights Arkansas to ensure that

conditions are safe within the facility, that the program meets the needs of the juveniles

and that documentation supports the provision of services rendered. We will work with the

Licensing and Standards Division of DYS throughout this monitoring process.

Visitation. ROP will encourage DYS staff, Probation Officers, Judges and Court personnel

to visit the campus and meet with the youth at any time. We will engage our youths’

families in parent-teacher conferences and we encourage the families to attend events,



family visits, family counseling sessions, graduations, open houses and youth recognition

ceremonies.

Customer Survey Reviews. ROP encourages its placing agency representatives to take part

in the continuous quality improvement of our programs. We encourage customer feedback

on our programming elements.

At ROP, we are continually striving to improve our programs. The quality of our programming

and our reputation are important to us. Should there be a circumstance that requires corrective

action, DYS will find that ROP is responsive in correcting any identified deficiencies within the

time period specified by DYS. Should corrective action be required, the Program Director will be

the staff primarily responsible for implementing corrective action measures.

D. Provide self-audits and other data demonstrating your organization’s history of compliance with established security procedures and protocol.

ROP strongly supports DYS’s core belief that decision-making should be data-driven, and

programs and services should be supported by data demonstrating their effectiveness. To

this end, we have developed numerous systems for tracking and reviewing data that not only allows

us to demonstrate our compliance, but also continuously improve our services, systems and

programs.

Compliance History

ROP understands that program evaluation and feedback builds accountability, maintains fidelity

and helps lay a foundation for properly implemented programs and evidence-based practices. The

methods of internal auditing and ensuring our programs operate as designed are based upon proven

academic and business models. ROP implements our approach through collaboration and training

from the University of Cincinnati Corrections Institute (UCCI), through integration of key

concepts of Continuous Quality Improvement, which incorporates the works of pioneers in the

field such as Walter Shewhart, Edward Deming and Joseph Juran, and through benchmarking best

practices from leading for-profit and non-profit agencies. From this, we have developed a well-

established framework to ensure our programs operate as designed. Our experience with this

framework spans nearly 20 years and we have successfully implemented these systems across our

family of programs, as demonstrated by our safe programs and our licensing reviews.

Results of Self-Audits (Continuous Learning Organization)

In addition to ROP’s 2019 Compliance Plan (described in greater detail in Section E.1), the

primary self-audit tools utilized by ROP are the Continuous Quality Improvement (CQI) process

and the Quality Assurance (QA) reviews. While our Compliance Director and Regional

Compliance teams provide daily oversight and review of program elements and procedures, these

self-auditing tools provide a more in-depth evaluation by a team of subject-matter experts. Both

the QA and CQI processes have played a large role in elevating the quality of all our programs by

helping us identify “best practices” that can be shared across all programs and by making

improvements in those areas deemed to be less than acceptable.



Continuous Quality Improvement (CQI) examines systems or processes in order to continually

improve. This process includes analysis of the “root cause” in order to isolate the core of the issues.

ROP utilizes a CQI calendar that itenifies a sepcific program element to review each month. The

sites receive CQI tools from their regional Compliance Manager that help guide the evaluation

process.

Quality Assurance (QA) reviews are conducted at each

ROP program to determine operational integrity and

policy adherence. Each QA review results in a written

action plan to address any issues in need of correction. A

full copy of a recent QA Visit Report and accompanying

Action Plan (Self-Audit and Follow-up Plan) is included

in Appendix N.

We have witnessed positive changes within all of our

programs as a result of utilizing self-audit tools. For

example, we have improved upon the consistency and

quality of our room searches; we have seen a tremendous

improvement in staff positioning during campus

movement; improved documentation of juvenile

behaviors; improved quality of juvenile searches and

improvement in the documentation of overnight rounds

and sharps counts. These are just a few of the many

improvements resulting from the use of our self-auditing

tools.

The self-auditing tools and the data tracked at each ROP program have resulted in juvenile

programs that operate at the very highest level of efficiency and effectiveness in safe environments

that lead to positive changes in the juveniles we serve. Our efforts have also led to many

outstanding audits and monitoring reports, as well as tremendous community relations. We set

very high expectations for our programs and will forever be committed to performing self-audits

and tracking the proper data to ensure the safety of our juveniles and the quality of the treatment

they receive remains paramount.

Compliance Data

As described previously, ROP is committed to demonstrating accountability through the tracking

and monitoring of performance data. Ultimately, the defining outcome in the operation of a secure

facility is the overall safety and security of the juvenile population and the surrounding community.

To this end:

PREA audits conducted at ROP facilities indicate 100% compliance.

ROP’s secure programs have an assault and fight rate less than the national average.

ROP has never had a fatality in any facility.

Though annual surveys, students continuously self-report feeling safe at ROP facilities.


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Furthermore, ROP has developed data systems to monitor operational performance at both the

program level and across ROP’s entire family of programs. Two examples of these data systems

are our Key Performance Indicators and our ROPSTAT™ Incident Reporting System. Further

explanations of these systems and sample data reports from these systems that further demonstrate

ROP’s compliance with established security procedures and controls are included below.

Key Performance Indicators (KPIs)

are used to track and improve program

and youth outcomes and services.

KPIs are a blend of process and

outcome indicators that monitor the

quality or performance of a program

or service. The ROP Leadership

Team reviews critical areas monthly,

including youth served, student

achievement, services provided,

incidents and behavior trends. The

current KPI data points utilized by

ROP are included in the inset on this

page. ROP is prepared to modify

these data points or track additional

data points to fully meet the needs of

DYS.

Examples of Compliance Data. A few examples of the type and content of the KPI data reports

reviewed by ROP managers and staff at current ROP facilities have been included below and in

the following section.

Hillcrest Academy

Key Performance Indicators

Medical Incidents 2018

ADP = 55.9 Jan Feb Mar Apr May Jun Jul Aug Sep Oct Nov Dec Total YTD

# # # # # # # # # # # # #

Per 100

ADP

Medication Error 0 0 0 0 0 0 0 0 0 0 0 0 0 0.00

Juvenile Injuries 0 0 1 0 1 0 2 2 0 0 1 0 7 5.04

Unscheduled Medical

Off-site 0 0 0 0 0 0 0 2 0 0 0 0 2 1.44

Emergency Injury / Illness / Hospitalization 4 1 0 0 0 1 0 2 1 2 2 0 13 9.35

Psychiatric

Hospitalizations 0 0 0 0 0 0 0 0 0 0 0 0 0 0.00

Juvenile Injuries From Restraints 0 0 0 0 0 0 0 0 0 0 0 0 0 0.00

Key Performance Indicator Data Points:

Demographic information and number of juveniles served

Exits (successful completions)

Service plan completion

Average length of stay

School achievement (GED, HS)

Vocational achievement

Movement (escapes, transfers)

Staff information (training hours, etc.)

Critical incidents (fights, PREA, escapes, etc.)

Psychological services (referrals, hours of treatment, etc.)

Medical services (number of visits, type, etc.)

Behavior (re-staffs, assaults, injuries, health/safety issues)

Positive Juvenile Development (cultural/spiritual

activities, community service, sports/recreation)



ROPSTAT™ Incident Reporting System. ROP has created a database, called ROPSTAT™ (ROP

Statistics), to collect data on incidents. This system was developed based on state juvenile systems

in Arizona and California and allows deeper investigation of the social trends within our juvenile

population, allowing our staff to make adjustments and modifications as appropriate.

Once a month, a multi-department review of the incidents

is conducted, including the location, timing, staff

involved, risk/needs of the youth, personalized care and

any emerging environmental or sociological trends. We

find that knowing where incidents have occurred (dining

hall, athletic field, etc.) and how both the juvenile and staff

reacted to the incidents, provides us with crucial

information to reduce future incidents and develop a more

beneficial behavioral and treatment plan for that youth.

A sample data report generated through our ROPSTAT™

is provided (below).

Results of External Audits

In addition to the internal self-auditing tools employed by ROP, our programs are subject to intense

scrutiny for compliance to federal, state and contract entity specific monitoring. These external

monitoring measures take the form of both desk audits for compliance and in-person site visits

during which actual security and operational protocols are observed and assessed for fidelity to

stated performance expectations. ROP is proud of our historic performance on external monitoring

visits and when deficiencies have been identified, we have been successful at immediately

developing and implementing a plan for performance improvement.

In the spirit of transparency, ROP is including a full copy of a recent Contract and Monitoring

Report (see Appendix O), including the last Contract and Monitoring Report completed by the

Arkansas Division of Youth Services for our operation of the Arkansas Juvenile Assessment and

Treatment Center as Appendix H.

The chart below outlines several of the DYS Contract Monitoring Report findings specifically

related to security topics.

Sample Quality Assurance Action Plan

568

47

688

Sierra Sage Academy

Intervention By Type 2018

Administrative Seclusion

De-escalation

Escorts/Standing PhysicalInterventionSeated Physical Intervention

Suicide Watch

----.. ---------· ......... -·

-· • • -· •

---



Performance Indicator / Performance Standard Contract Monitoring Report Findings

Monthly Inspection of the Facility

Conduct regular monthly inspections of facilities on or

before the 10th of each month.

No deficiencies noted in this area.

100% Compliant

Room Check

All juveniles shall have a visually monitored through room

check (15 minute interval).


100% Compliant

Major Incidents

Major Incident occurrences must be within the three (3) year

baseline average.


100% Compliant

Minor Incidents

Minor incident occurrences must not exceed 20% of margin

(baselined by three year average).


100% Compliant

Incident Reporting

Reporting of incidents into Rite Track the day of the

occurrence.


100% Compliant

Training

All staff must complete required training per RFP.


100% Compliant

Staffing’s Level

Direct security staff to juvenile ratio 1:8 day; 1:10 night.


100% Compliant

Safety and Security Drills

Conduct once a month.


100% Compliant

E. Provide your proposed annual training schedule, which outlines the requested training hours and skill sets.

We recognize that a key factor in ensuring program fidelity is the training and successful

implementation of these practices by competent staff. Therefore, we categorize our training into

four elements: pre-service training, on-the-job training, in-service training, and continuing

professional development. While training is necessary for staff to learn new skills, it is not

sufficient. We must ensure the practical application of what was learned. On-the-job training

allows staff to practice job-related specific skills learned with the guidance of their supervisor.

Required Training Hours

Our training hour requirements for employees are as follows:



Training Elements Staff Required Training Hours Delivery Method

Initial Pre-Service Training

(occurs within the first 3 weeks of

employment and prior to working

with youth)

80 hours

Topics pursuant to DYS Policy

Compliance

Safety

Initial Qualifications Training

Classroom and Training Room

instruction led by qualified trainers

On-the-Job Training

(occurs within first 60 days of

employment)

40 hours

DYS Policy

ROP Topics (Tech 22TM)

Required to pass subjects test

Mentor-led instruction conducted

outside the classroom; staff can

apply and practice concepts while

performing their jobs

In-Service Training

(occurs annually)

40 hours annually

DYS annual training requirements

Re-certification and/or specific

curricula training

Led by qualified trainers, staff are

re-certified and trained on

evidence-based curricula. Some

courses are offered online through

ROP University.

Total Training Hours 120 hours first year; 40 annually

Professional Development (for all staff): Designed to expand employees’ knowledge and provide supports to

become experts in their field. Topics depend on staff’s individual Professional Development Plan and can include

tuition reimbursement, retreats, conferences/seminars, training summits, supervisor training and/or leadership

training.

Annual Training Schedule

ROP’s Annual Training Plan follows:

ROP Annual Training Plan

Course # Training Topic Timeframe Hours

New Hire Orientation – Pre-Service (40 hours) New Hires participate in instructor-led, classroom-based training that introduces them to ROP, DYS and the Juvenile Justice

System during their first week of employment. This training must be complete prior to staff having any contact with youth.

1.1

Overview/Welcome to ROP: Staff receive ROP’s Employee Guide and learn

about the organization’s mission, vision, history, basic tenets and goals and

objectives.

Week 1, Day 1 1.5

1.2

Orientation – Human Resources (Sexual Harassment, Equal Employment

Opportunity, 415 F.S. and American Disability Act, New Hire Orientation

Packet, Company Benefits, etc.)

Week 1, Day 1 3

1.3 Specific Job Responsibilities Week 1, Day 1 1

1.4 Code of Ethics Week 1, Day 1 1

1.5 Overview of DYS / Arkansas Juvenile Justice System Week 1, Day 1 1.5

1.6 Program Philosophy and Treatment Approach (Integrated Care Model™, New

Hire Video, Introduction to ROP University, “Bill of Rites” Week 1, Day 2 2

1.7 PREA / SES Facility-Specific Presentations, Sexual Assault, Sexual

Harassment, Sexual Abuse Week 1, Day 2 2

1.8 PREA Compliant Human and Gender Diversity / Cultural Diversity / Cultural

Awareness Week 1, Day 2 1.5

1.9

Safety and Security Procedures: Tool Control, Key Control, Chemical Control,

Emergency Procedures, Transportation, Interactive Supervision, Security,

Proper Use of Restraints, Youth Supervision, Body Searches, Population

Counts, Fingerprints, Use of Force (including proper documentation

procedures)

Week 1, Day 2 2.5

1.10 Facility Operations / Emergency Preparedness / Emergency Situations Week 1, Day 3 1



1.11 Infection Control / Blood-Borne Pathogens / Site Specific Plan / HIV / AIDS /

Epi-Pen / Inhalers Week 1, Day 3 1

1.12 Confidentiality / HIPAA / FERPA Week 1, Day 3 1

1.13 First Aid / CPR / AED Week 1, Day 3 4

1.14 Employee Liability Week 1, Day 3 1

1.15 Trauma-Informed Care / Motivational Interviewing Week 1, Day 4 2

1.16 Mental Health Services Week 1, Day 4 2

1.17 Suicide Prevention / Awareness (Part 1: Signs, Reporting, Documentation) Week 1, Day 4 2

1.18 Suicide Prevention (Part 2: Knife for Life) Week 1, Day 4 1

1.19 Gangs Culture Awareness Week 1, Day 4 1

1.20 Communication Skills Week 1, Day 5 1

1.21 Interpersonal Relations Week 1, Day 5 1

1.22 Youth Rules, Regulations & Rights Week 1, Day 5 1

1.23 Incident Report Writing / Child Abuse and Reporting / Grievances / Mandated

Reporting Week 1, Day 5 2

1.24 Behavior Management System and Behavioral Intervention Techniques: Daily

Progress Notes (DPN), Disciplinary Hearings, Student Code of Conduct Week 1, Day 5 2

1.25 Red Flag Training (Promoting Professional and Appropriate Staff Conduct) Week 1, Day 5 1

Safe Physical Management Training – Pre-Service (24 hours) Staff must complete the full Safe Physical Management training prior to having any contact with youth.

2.0 Safe Physical Management (Jireh or Safe Crisis Management) Week 2, Days 1-3 24

Essential Skills and Topics – Pre-Service (16 hours) New Hires participate in mandatory competency-based training that qualifies them to work with youth. This training is

generally taught in a classroom environment, with some hands-on training taking place within the facility. This training must

be complete prior to staff having any contact with youth.

3.1 Stages of Adolescent Development and Behavior Week 2, Day 4 1

3.2 Adolescent Behavior Specific to the Population Served Week 2, Day 4 1

3.3 General and Special Educational Services / Children with Disabilities /

Classroom Management Week 2, Day 4 2

3.4 Gender Responsiveness Week 2, Day 4 1

3.5 Trauma-Informed Care / Knowledge of Trauma’s Impact on Behavior Week 2, Day 4 1.5

3.6 Mental Health and Substance Abuse Services Week 2, Day 4 1.5

3.7 EBP 101/102 Principles of Effective Intervention Risk, Need Treatment and

Fidelity Week 2, Day 5 2

3.8 EBP 103 Positive Organizational Culture Week 2, Day 5 1.5

3.9 OPS 101/102 Relationship Skills / Effective Disapproval & Effective Use of

Authority Week 2, Day 5 1.5

3.10 OPS 103/104 Effective Modeling and Structured Learning / Skill Factors and

Problem Solving Week 2, Day 5 2

3.11 Unit Manager and Shift Supervisor Greeting / Schedules / Program Director

Welcome Week 2, Day 5 1

On-the-Job Training (40 hours)

Staff work with line level supervisors to apply the concepts learned in the classroom to actual situations. Training topics are

focused on the knowledge, skills and abilities necessary to operate as the front line of the facility’s youth supervision. Staff

shall complete 40 hours of On-the-Job Training within the first 60 days of employment.

4.0

Tech 22: ROP’s 20+ most essential policies and elements of safe and effective

juvenile care programming. Topics include, but are not limited to:

ROP Code of Ethics

Staff Dress Code

One on One Contact and Counseling

Crisis Intervention

Interactive Supervision

Proactive Levels of Intervention

Daily Progress Notes

24-Hour Medical Emergency Plan

Transportation and Off-Site Travel

Direct Care Classroom Duties

Daily Schedule Policy

Personal Grooming, Showers and Personal Hygiene

Within first 60 days 40



Student Dress Code

Staff and Student Public Address

Meal Program

Physical Fitness

I-VALIDATE / I-ACHIEVE

Skill Development Groups

Incident Reporting

Positive Organizational Culture (POC) Group Meeting Policy

Problem Resolution Process

Mandatory Annual In-Service Training All staff shall receive at least 40 hours of mandatory and job-related training each year of employment with the exception of

clerical/support staff who will be required to receive a minimum of 16 hours of in-service training.

IS 1.1 Safe Crisis Management Update Annually 8

IS 1.2 Red Flags (Promoting Professional and Appropriate Staff Conduct) Annually 1

IS 1.3 Professionalism and Ethics Update Annually 1

IS 1.4 Suicide Prevention Annually 2

IS 1.5 Diversity and Inclusion (LGBTQI) Annually 2

IS 1.6 Trauma-Informed Care Annually 2

IS 1.7 Sexual Harassment Annually 2

IS 1.8 Mental Health and Substance Abuse Issues Annually 2

IS 1.9 Incident and Child Abuse Reporting Annually 1

IS 1.10 Security, Safety and Emergency Procedures Annually 2

IS 1.11 CPR / First Aid / AED Re-certification Annually 4

IS 1.12 HIV Annually 1

IS 1.13 PREA Annually 1

IS 1.14 Safe Environmental Standards – Zero Tolerance Annually 1

IS 1.15

Refresher Training on topics including (but not limited to):

Overview of the Arkansas Juvenile Justice System and the Role of

DYS

ROP’s Mission, Program Philosophy and Program Culture

Safety, security, supervision, and documentation including incident

reporting

Emergency Situations

Infection Control / Blood-Borne Pathogens

Communication Skills

PREA Compliant Human and Gender Diversity

Stages of Adolescent Development and Behavior

Adolescent Behavior Specific to the Population Served

Mental Health and Substance Abuse Services

Knowledge of Trauma’s Impact on Behavior

Behavior Management and Behavioral Intervention Techniques

Gang Culture Awareness

Annually 10

Specialized Job Related Training – In-Service Administrator/Managers will offer specialized training for employees who perform specific functions in Supervisory

Positions, Mental Health/Substance Abuse, Sex Offense, Case Management, Medical, Food Service, Transportation, Direct

Care, etc. All departmental trainings/meetings will be cataloged on a departmental training calendar.

Management and Leadership Training for Supervisors – In-Service The following training sessions are offered annually for Supervisory Staff only.

SIS 1.1 Roles and Responsibilities for Supervisors Offered annually 1

SIS 1.2 Supervisor as a Leader Offered annually 1

SIS 1.3 Supervisor as a Communicator Offered annually 1

SIS 1.4 Supervisor as a Motivator Offered annually 1

SIS 1.5 Labor/Employment Laws Offered annually 2

SIS 1.6 Performance Management: How to Conduct a Performance Evaluation Offered annually 1

SIS 1.7 Supervisor and Conflict Management Offered annually 1

Professional Development – In-Service Professional Development Courses are offered annually through ROP University, Expert-Led Sessions, as well as through our

Leadership Education Apprenticeship Program (LEAP).

PD 1.1 Managing Overtime Offered Annually 2



PD 1.2 Train the Trainer Offered Annually

Varies

by

topic

PD 1.3 Life-Work Balance Offered Annually 2

PD 1.4 Vicarious Trauma Offered Annually 2

PD 1.5 Succession Planning Offered Annually 2

PD 1.6 Leadership Education Apprenticeship Program Offered Annually 80



A. Provide an implementation plan, identifying key roles, dates and other pertinent information that shows how your organization will ensure an efficient and complete transition of management from DYS to your organization within the specific implementation time frame. Contractor’s implementation plan should include Contractor’s plan to give consideration to current DYS employees in good standing during the hire process.

Rite of Passage supports DYS’ Transformation Plan and understands the importance of its

successful implementation. We have successfully worked with other states who seek to improve

the care of youth in their juvenile justice system and have conducted the transition of programs

both nationally and in Arkansas, at the Arkansas Juvenile Assessment and Treatment Center. With

each transition and through experience and collaboration with DYS, we have continually refined

our transition methodology. The result is a well-planned implementation strategy and veteran start

up unit that works cohesively and already is well versed in Arkansas state and DYS requirements.

Led by Mike Cantrell, Executive Director, the transition unit consists of ROP’s Arkansas-based

leadership team already familiar with state-specific requirements, supported by a team of national

ROP experts. The in-state team will assume a regional role with oversight in their areas of

expertise. We also will draw upon our nearly 200 local staff and consultants within specialized

service departments (already in the state) to meet any need presented for start-up and ongoing

operations. This includes support/administrative services, compliance, clinical services, gender-

specific expertise, maintenance, purchasing, food service, human resources, information

technology, and athletics. ROP also has existing service contracts, knowledge of DYS systems and

a jump-start on compliance including ACA accreditation, PREA and CARF.

The following individuals will ensure the operational start-up of the Harrisburg, Dermott,

Lewisville and Mansfield facilities by July 1, 2019.

Arkansas-Based Team Additional Resources

Marlon Morrow, Administrative Oversight

Dr. Karen Mathis, Clinical Services

Antionne Alcorn, Treatment

Dr. Martha Wall-Whitfield, Education

Sarah Gober, Education

Derek Henderson, SPED Services

Rhonda Tanner, Human Resources

Hope Thomas, Human Resources

Leonard Damron, IT

Tony Tanner, Facilities Maintenance

Tim Cade, Group Living

Evelyn Roberson, Warehouse/ Distribution

Mike Cantrell, Executive Oversight

Penny Sampson, National Trauma Expert

Tracy Bennett-Joseph, National Education

Jamie Carlton, Food Service

Lynda Kyhl, Business Services

Cindy Gervie, Financial Services

Jose Conchas, Graphic Design

Dan Gaston, Facilities Maintenance

Peter Woods, Purchasing and Logistics

Vince Collarelli, National Project Management

Consultant

E.7 Implementation



Centralized Resources

The transition unit also will benefit from already available centralized resources. ROP’s current

role as the operator of the Arkansas Juvenile Assessment and Treatment Center (AJATC) is a

unique differentiator that positions ROP to utilize the already established infrastructure to build a

robust centralized support hub for the four additional facilities included in this proposal. ROP

proposes to establish a “regional” support and supervision model based in Alexander to house in-

state regional leadership positions that will be tasked with coordinating and providing

support/expertise to the support staff located at the four additional facilities.

Specifically, ROP will utilize the following regional positions, to provide virtual and hands-on

support at each of the four proposed facilities:

Regional Director

Regional Facilities Manager

Regional IT Manager

Regional Food Service Manager

Regional Human Resources Manager

Regional Warehouse Specialist

From a geographic perspective, each of the four facilities is no more than 2 ½ hours away from

Alexander. The proximity of these locations to Alexander will allow ROP to utilize a centralized

procurement, storage and distribution model that allows us to quickly respond to start up and

transition needs.

Alexander

Mansfield

Harrisburg

Lewisville Dermott



Timeline and Implementation Plan.

ROP understands the work required to operationalize the transition of four locations in five weeks.

While this timeframe is ambitious, we completed the successful and on-time transition of the

AJATC facility in just three weeks. As we did with AJATC, ROP will complete the essential start-

up tasks timely and efficiently through adherence to Gantt charts that guide the project. As a data

driven organization, we again will draw upon our long-held philosophy of “what gets measured

gets done.”

The Gantt chart provides visualization of planning, scheduling, responsible person and

coordination of key the transition tasks in six key areas: Administrative, Support Services, Human

Resources and Staffing, Clinical and Case Management Services, Physical Plant and Maintenance,

and Food Service. The transition unit will meet regularly to review Gantt progress and collaborate

on modifications or additions to ensure a timely and successful transition.

Key Implementation Area 1: Administrative

The ROP transition team includes Arkansas-based

administrators, who already are well-versed in Arkansas and

DYS-specific requirements and are ready to hit the ground

running. This team can bypass time spent developing base-

level competencies, as policies and partnerships already

have been established. Additionally, ROP is well-versed in

utilization of Virtual Arkansas and is prepared to fully

implement it at Mansfield, Lewisville, Harrisburg and

Dermott. Rite of Passage is philosophically aligned with

and has developed a collaborative implementation plan with

Virtual Arkansas.

Administrative Team:

Mike Cantrell, Executive Director


Amy Ast, Regional Deputy Director

Lynda Kyhl, Regional Business Manager

Tracy Bennett- Joseph, National Education

Director

Dr. Martha Wall-Whitfield, Regional

Education

Sarah Gober, Assistant Principal

Derek Henderson, SPED Coordinator

Contract Award (tentative) May27

Announcement of Anticipated Award Mayl3

Contract Execution/ Transition Jul 1

April May June July

Develop policies & procedures for staff secure facilities (COMPLETE) I I Develop policies & procedures for hardware secure facilities (COMPlETE) -

Meet with Wellpath, contracted medkal provider (COMPLITT) -

Meet with contracted assessment provider (COMPLETE) -

Pa rtnership with Boys & Girls dub (COMPLETE) I Partnership with Centers for Youth a nd Families (COMPL£TE) -

Partnership with Goodwill Industries (COMPLETE) I I Oev ek>p competency with Virtual Arkansas (COMPLETE} -

Insurance coverage and bonds •

Identify Community Advisory Board (CAB) membecs

Partnerships with local faith-based and service organizations

Meet with local law enforcement •


2019


Key Implementation Area 2: Support Services

The support services start up team offers experience in IT set

up, communications systems, purchasing and logistics,

insurance, website development, financial services and

contracting. ROP is familiar with the policies and

preferences of the Office of Information Technology and we

are prepared to implement compliant systems.

A centrally-based warehouse will serve as the distribution

hub for clothing and printed materials to maximize

efficiencies for all Arkansas facilities.

Support Services Team:

Cindy Gervie, Controller

Leonard Damron, Regional IT

Lynda Kyhl, Regional Business

Manager

Peter Woods, National Purchasing

& Logistics

Evelyn Roberson,

Warehouse/Distribution

Jose Conchas Graphic Design

The image above shows the home page of AJATC's website. Each Arkansas

program will have a webpage containing key information about the site,

well as contact information.

All ROP students wear uniforms consisting of polo

shirts and black or khaki pants. Student clothing will

be housed at the regional warehouse.

Announcement of Anticipated Award

May13

Contract Award (tentative)

May 27

Contract Execution/ Transition

Jul 1

May June July

Order staff and student clothing -

Staples and Fed Ex accounts -

Insurance coverage and bonds .

Reserve domain and develop website

Lease or puchase vehicles 1111 Assess technology, collaborate with DYS and place equipment 1111

orders

Order copiers 1111 Assess phone system and order cell phones 1111

Establish contract providers (as needed) -

Ensure credit card and petty cash availability 1111 Establish local bank account -

Set up/ transfer utilities 1111


2019


Key Implementation Area 3: Human Resources and Staffing

Special consideration has been given to staffing

preparedness and Rite of Passage has developed a

Readiness Plan, which allows for recruitment and

training prior to the anticipated award announcement/

contract award. ROP is in the unique position to begin

recruitment in March and absorb staff into orientation/

preservice at AJATC, followed by on the job training at

AJATC in April. This group will be trained and have

experience under their belt by the July 1 transition, at

which time they will deploy to their assigned facility.

The Readiness Plan will occur in tandem with our commitment to including current DYS staff in

good standing into our hiring plans. ROP will retain current DYS staff in good standing who share

our vision and commitment to DYS’ Transformation Plan. In addition, we commit to investing

in these staff through training and professional development opportunities. Following

Announcement of Award and with DYS’ approval, ROP would host a Town Hall meeting at each

of the four Arkansas facilities to discuss the application process, as well as the benefits of

employment with Rite of Passage. DYS staff who transition to employment with Rite of Passage

will be guests at a hosted BBQ to welcome them aboard.

Bifurcated Training. We understand that current staff of the Dermott, Mansfield, Harrisburg and

Lewisville facilities who opt to join the Rite of Passage team, may require updated or additional

training. To accommodate their current work schedules, they will participate in training on one of

their scheduled days off. Training topics will include ROP philosophy and “non-negotiable”

Human Resources Team:

Michael Cantrell, Executive Director


Rhonda Tanner, Regional Human

Resources Manager

Hope Thomas, Human Resources

Specialist

Contract Award (tentative)


M1y13

Contract Execution/ Transition Jull

January February March April May June July

b~~~! I Identify ROP staff for

relocation

Identify Program Director for each facility -

Initiate staffing "ramp up" at AJATC to prepare Readiness Team

Readiness Team orientation and on-the j ob traning

Formalize workers comp coverage -

Finalize PCR and staff schedules

Backrgound screening information reported to DYS w ithin 5 day

Drug, background and TB screening

Town Hall meeting with current facility staff I Revie w applications/ records of DYS staff who wish to transition -

Job Fairs in local communities I Staff Orientation/ Pre -Service (Job related trainings and certifications)

Review f iles of current staff interested in transitioning I Hosted BBQ for t ransitioning staff I

Disperse Read iness Tea m me mbers to assigned faci lities

Deploy TAT start up team to each facility

RITE OF PASSAGE IMPROV ING THE LI VES O F YOUT H

2019


expectations such as interactive supervision, role-modeling expected behaviors and building

strong professional relationships with students.

As a process parallel to training the transitioning staff, ROP will initiate a targeted advertising plan

to recruit qualified staff to fill vacancies that may arise as we transition current staff to becoming

ROP employees. We will target the communities surrounding all four treatment facilities to attract

local talented candidates. Those candidates selected will complete our thorough on-boarding

process, including completing physicals and passing the strenuous background clearance process.

Once all selected candidates have completed the on-boarding process they will begin a three-week

training process hosted at AJATC that includes classroom and on the job training to ensure they

are trained properly in the DYS and ROP policies, procedures and protocols regarding the

supervision, care, safety, security and treatment of the youth assigned to Dermott, Mansfield,

Harrisburg and Lewisville.

Key Implementation Area 4: Clinical and Case Management Services

The setup and training of clinical and case management

services will be overseen by Dr. Karen Mathis, Regional

Clinical Director. Dr. Mathis is a certified ART trainer

with extensive experience in treatment modalities that

best serve a variety of student needs and profiles.

Clinical & Case Management Team:

Dr. Karen Mathis, Regional Clinical

Director

Antionne Alcorn, Therapist

Penny Sampson, National Expert on

Trauma and Gender-Specific Services

2019


May13

Contract Award (tentative) May27

Contract Execution/ Transition >.,11

May June July

Finalize daily schedule

Order concept manuals and curricula -

Clinical and Case File reviews -

Make room assignments based on file reviews .

Ensure grievance boxes available on untis -

Assign treatment groups •

Distribute I-VALIDATE/ I-ACHIEVE binders .

Psychoeducational group sessions begin (and ongoing)

Oinical treatment groups begin (and ongoing}

Begin JJIS entries fo case management updat es (and ongoine)

Full program Implementation (and ongoing)


2019


Key Implementation Area 5: Physical Plant & Maintenance

Mr. Tony Tanner, Arkansas native and veteran staff

member led the facility improvement effort at the

Alexander facility and will bring the same commitment to

improvements at the four additional Arkansas facilities.

Initial efforts will focus on ensuring safety and security

measures, as outlined in Section E.3. Essential

maintenance and repair also will be an initial focus,

followed by facility enhancements such as furniture,

fixtures, equipment, paint, carpet and landscaping.

Facilities Start-Up Team:

Tony Tanner, AJATC Facilities

Director

Dan Gaston, National Facilities

Director

Vince Colarelli, National Project

Management Consultant

Essential maintenance and facility enhancements would be

implemented immediately after ROP assumes operations of the

four facilities. These enhancements are essential to creating a

safe, normalized environment for youth.

ROP has an established Facilities team in Alexander who are

experienced in operating facilities in accordance with all

applicable State and federal laws and regulations including

all ACA, ADEQ and ABA standards and guidelines for

juvenile facilities.

2019


M;tyll

Contract Award (tentative) M.;iy27


M~ June Ju~

Develop maintenance schedule

Conduct FF&E Review -

Conduct PREA walkthrough, identify high risk areas, modify cameras as needed -

Map emergency exit plans -

Emergency manuals for units -

Assess vehicle condition and implement logs

Schedule fadlity improvements (new paint and carpet)

Post PREA signage I Begin Preventative Maintenance Checklists (and ongoing)

Maintain Property Inventory List

RITE OF PASSAGE IMPROV ING THE LI VES O F YOUT H

2019


Key Implementation Area 6: Food Service

Mr. Jamie Carlton, National Food Services Director,

brings 20 years of food service experience as both a

private and public facility food service provider. Mr.

Carlton will bring his high expectations for quality,

cleanliness and compliance to the four Arkansas facilities,

including introduction of a healthy and appealing salad bar option at each location. Registered

Dietician, Amelia Gray, works closely with Mr. Carlton to ensure that menus are nutritional and

compliant with the National School Lunch and Breakfast Program.

A model system of residential care for

youth. DYS has indicated preference for

a single vendor with whom to partner to

make smarter and more strategic

investments in residential care. ROP

appreciates the importance of this

opportunity, both for DYS and for youth

in the juvenile justice system. We stand

ready to serve as the Single Qualified

Partner and replicate our demonstrated

ability to effect the desired change

described in the Transformation Plan. In

partnership with DYS, Rite of Passage

can deliver a model system of which the

state of Arkansas can be proud.

Food Services Team:

Jamie Carlton, National Food

Services Director

Amelia Gray, Registered

Dietician

ROP will add salad bars to each of the facilities to promote healthy

eating habits.

Menus developed

and dietician approved

(complete)

Announcement of Anticipated Award Mav13

2019

Contract Award (tentative) Mav27


May June July

Set up Provista account .

Order salad bars -

Conduct Kitchen Review at each location1 determine FF&E needs -

Place FF&E orders -

Place initial food order -

Meal Service commences I lmpement NSLP-compliant procedures -

Three mea ls and snacks provided each day


2019

Response to Request for Proposal SP-19-0054

Residential Treatment Facilities Management

Submitted toArkansas Department of Human Services - Division of Youth Services

Submitted by RITE OF PASSAGE, INC.

Appendices

Appendix A

January 22, 2019

To whom it may concern:

~ BOYS & GIRLS CLUBS

OF SALINE COUNTY

I am pleased to write this letter of support for Rite of Passage and their proposal to be the

contractor for the four Residential Treatment Facilities in Arkansas. Since 2016, the Boys & Girls

Clubs of Saline County has had the pleasure of being partners with Rite of Passage to provide

quality out-of-school time programs to the students on the AJATC campus.

Rite of Passage has over 35 years of experience, dedicated to improving the lives of vulnerable

youth, families, and communities across the United States. In 2017, I had the opportunity to tour their Canyon State Academy campus in Arizona. Canyon State is second-to-none in

providing the kind of care, academics, and family involved programs that we can only dream

about in Arkansas. As CEO of the Boys & Girls Clubs and an Arkansas State Legislator, I hope

that dream can become a reality.

For over twenty years, the Boys & Girls Clubs of Saline County has been providing programs on

the AJATC campus. During those years, we have collaborated with contracted residential

treatment providers, and I can say without reluctance, and unequivocally, that Rite of Passage

has been the most caring, mission driven comprehensive provider with whom we have partnered.

It is without hesitation that I recommend Rite of Passage to be OUR juvenile residential

treatment facilities provider in Arkansas.

Changing lives through education, training and employment. 7400 Scott Hamilton Drive, Suite 50, Little Rock, AR 72209 | 501.372.5100 office | 501.372.5112 fax | GoodwillAR.org

January 25, 2019

Mr. Ski Broman

Rite of Passage

2560 Business Parkway Suite A

Minden, NV 89423

Dear Mr. Broman:

Goodwill Industries of Arkansas is writing this letter of support for the Rite of Passage

team providing residential services for Arkansas youth at the Arkansas Juvenile

Assessment & Treatment Center. Over the past two years, our relationship with ROP has

grown tremendously.

Goodwill shares a common bond of helping Arkansans through our mission of changing

lives through education, training, and employment.

Since summer of 2017, Goodwill has partnered with Rite of Passage and Arkansas

Rehabilitation Services to provide Pre-Employment Transition Services to youth with

disabilities in high school. This collaborative effort has allowed Goodwill to interface

directly with the youth to develop individual skills using research-based curricula,

experience career assessment tools, participate in project management opportunities,

as well as work-based learning activities

Through our ongoing collaboration, over 78 youth have graduated from this program

over the course of 7 cohorts since 2017.

We are committed to being a part of ROP’s future success in Arkansas and we hope to

further expand our collaborative efforts to impact the lives even more Arkansans.

Sincerely,

Tenille Hunter

Director of Disability Programs

G

ARKANSAS DEPARTMENT OF

M HUMAN '!...f SERVICES

Asa Hutchinson Governor

STATE OF ARKANSAS

Department of Career Education Arkansas Rehabilitation Services

Alan McClain, Commissioner

Mr. Ski Broman, Chief Executive Officer Rite of Passage 2560 Business Parkway Suite A Minden,NV 89423

January 25, 2019

Dear Mr. Broman,

Charisse Childers, Ph.D. Director

I write in support of the management of the Rite of Passage Program operating the Arkansas Juvenile Assessment and Treatment Center. In January 2017 I contacted Dr. Martha Wall-Whitfield with a proposal to partner with our state agency, Arkansas Rehabilitation Services of the Department of Career Education. Our intention was to bring work readiness and actual work skills to the students with disabilities at the facility. Together we developed a program that aligned with the philosophy and operations of Rite of Passage, while offering a work program to students that would serve them once they exited the facility. Dr. Wall-Whitfield and the management have embraced the program, providing leadership on key elements like enrollment, work duties, and celebrating student success. The enthusiasm and steadfast commitment to procedures, policies, safety, and the well-being of the students is exemplary. The Rite of Passage teams' implementation of the program structure and their constant communication with all of the partners have made this endeavor a great success.

We have 67 successful completers since the program was initiated in the summer of 2017. These completers are connected to our agency to continue training, education, and job placement once they exit the treatment facility. This is a win for the State of Arkansas, as well as Rite of Passage and Arkansas Rehabilitation Services. We all have a vested interest in reducing recidivism and supporting the lives of the youth we serve. The Rite of Passage team at the Arkansas Juvenile Assessment and Treatment Center has become a model program for the rest of the State in working with students with disabilities in treatment centers. I am grateful to Dr. Wall-Whitfield for being an active leader who is always seeking ways to improve the lives of the students she serves.

We endorse the values, ethical decision-making and persistence of this team. Our agency looks forward to continuing our partnership and increasing employment for the youth with disabilities that exit the facility.

2~L_Q¥"VY1 ,,..,,,,--Christy Lamas, MRC, CRC Vocational Education Coordinator Arkansas Rehabilitation Services

525 W. Capitol Avenue I Little Rock, AR 72201 I 501-296-1600 I TDD 501-296-1669 I Fax 501-296-1141 ARCareerEd.org I An Equal Oppartunity Employer

For Youth & Families

January 22, 2019

.,..., .. --· ---

Arkansas Department of Human Services Division of Youth Services 1509 West 7'11 Street, Room 300 Little Rock, AR 72201-42222

RE: SP-19-0054

To Whom It May Concern:

I am writing this letter in support of the Rite of Passage's response to solicitation number SP-19-0054, DYS Residential Treatment.

Centers for Youth and Families (The Centers), founded as an orphanage in 1884, is a collection of programs that benefit vulnerable children and families in Arkansas including mentally and behaviorally disturbed youth, foster children and parents, learning disabled youth and victims of human trafficking. Serving more than 2,000 children and family members annually, The Centers is driven by a mission to "to provide specialized prevention, intervention and treatment services that promote emotional and social wellness for children and families in Arkansas."

We employ 40 licensed mental health professionals, all of whom are trained in TraumaFocused Cognitive Behavior Therapy. Services provided by these professionals include individual, group, family therapy, crisis intervention/stabilization, case management services, coordination of services with other providers and school-based mental health treatment.

As a community behavioral health agency committed to the ca.re of youth in state custody, The Centers will support Rite of Passage by:

1. Providing behavioral health therapy and treatment as needed on a refenal basis 2. Assisting in the development of a "special needs unit" for the seriously

emotionally disturbed population

Sincerely,

f?l~~ !}~WY\ Melissa Dawson President/CEO

The Centers for Youth & Families PO Box 251970

Lillie Rock. AR 72225-1970

Phone 501.666.8686

www.CFYF.org

' -

Letter of Recommendation

January 25, 2019

Arkansas Department of Human Services 700 Main Street Little Rock, AR 72203 To Whom it May Concern:

My name is Liz Garcia and it is my honor to recommend Rite of Passage as they pursue the

management of additional juvenile facilities in the State of Arkansas. My husband and I have

served as volunteers with the facility, under the religious services program, for four years. In our

meetings with the Rite of Passage staff it is evident that they have a heart for improving the lives

of youth as their slogan reads. I believe Rite of Passage uses a holistic approach in the treatment

of juveniles ensuring that they leave the program as young people who have a successful future,

and one they can look forward too.

Personally we enjoy volunteering at the facility and providing an opportunity for the youth to

participate in religious programs. I believe Rite of Passage would be an asset to the State of

Arkansas by expanding their management beyond the Alexander Juvenile Treatment Facility. I

hope you consider them for this opportunity.

Sincerely,

Liz Garcia

Investigator, Arkansas Attorney General’s Office

Board Member, Fostering The Arts Inc.

Volunteer, Otter Creek Assembly of God

Appendix B

Rite

Of P

assa

ge Student Resource Guide

Concept 1:Understanding How Systems & Organizations Work

We know that programs like Rite of Passage are more effective when they identify your needs and give you the opportunity to learn and practice pro-social skills that meet these needs. This is why we have created eight different modules. Learning pro-social skills will help you bridge your success at Rite of Passage to success within different settings such as your school, community or workplace.

About the Student Resource Guide

Table of Contents:I. Welcome to Rite of Passage ............................................................................. 3

II. Organizational Mission, Goals and Values ..................................................... 6

III. What are Norms and What are Rules? .......................................................... 9

IV. What is Culture and Why is it Important? .................................................. 11

V. Organizational Structure .............................................................................. 19

Concepts and Definitions ................................................................................. 31

What you will learn:

• Organizations are alike in many ways

• The basics of effective communication

• How to role model core organizational and leadership values and norms of ROP

• The importance of developing awareness and appreciation of people from different backgrounds and experiences

Concept 1: Understanding How Systems & Organizations Work

Skills you will practice:

• Active Listening

• Following Instructions

• Asking a Question

• Getting Along with Others

• Tolerance of Others

This Guide belongs to:

Name

© 2011 Rite of PassageAll rights reserved. Printed in the United States of America. No part of the material protected by this copyright may be reproduced or used in any form or by any means, electronic or mechanical, including photocopying, recording or by information storage and retrieval system without written permission from the copyright owner. Photographs used in the Student Resource Guides are for illustrative purposes only; and any person depicted in the Rite of Passage material is a model.

(----)

Understanding How Systems & Organizations Work

3© 2011 Rite of Passage – Student Resource Guide

Part I

Welcome to Rite of PassageMany of you may be reading this Student Resource Guide in the

Rite of Passage Orientation Program. You may have just arrived at Rite of Passage, and you are new to the program, new to the expectations and

new to the surroundings.

Our staff have worked with thousands of students over the years. During this time, we have experience with what students may be thinking and feeling as

they begin the Rite of Passage program – it can range from sadness, anger, fear, happiness or hope. Whatever you may be feeling and thinking right now, we are here to help you feel safe, help you to become familiar with the organization and its rules and teach you skills you can take home with you to be successful. This is the purpose of our program – and the purpose behind this Student Resource Guide.


4 © 2011 Rite of Passage – Student Resource Guide

About Rite of Passage Rite of Passage has been working with youth since 1984. The organization started out small – one group home for 12 students – but then the organization got bigger and bigger. Today, Rite of Passage cares for over 1,000 students from many states across the country.

During these past two decades, the organization has seen many changes. Changes are found in the number of students we work with as well as what students learn. Did you know that Rite of Passage started by teaching tennis to 12 at-risk kids – and that programs like ours thought that sports were a good way to work through at-risk behavior?

Whether there is still truth in this idea or not, this is no longer our focus – our organization has changed with the times! As you begin your program you will hear things like “evidence-based practices” or “positive skill development groups.” These are among the positive changes Rite of Passage has experienced.

While our organization has changed, there are also things we want to keep the same.

Rite of Passage wants you to feel safe. Always.

Rite of Passage will always remain “dedicated to

improving the lives of youth.”

Rite of Passage wants you to succeed in life, not just do well in the program.

1

2

3

Every organization, including Rite of Passage, has a responsibility to

keep its members safe. As a result, organizations create policies to get rid of possible dangers. For example, factories may require workers to wear safety goggles. Many schools are starting to place seat belts in their buses to protect children. Even football players are required to wear helmets and pads to keep them safe on the field.

Organizations also have policies to make sure members remain safe from personal attacks or harassment from others. It is against the law for teachers to hit students. And, in most schools, students may be expelled for hitting a classmate. Again, even on the football field, a player is not allowed to purposely hurt another player – helmet-to-helmet hits are illegal. People in any organization are not allowed to touch someone inappropriately or to harass a person sexually.

ROP is dedicated to keeping staff, teachers and students safe. As a member of the ROP organization, you have a right to live and work in a safe environment – free of harm from dangerous physical conditions or personal attacks from others. If you are sick or hurt, contact your site’s medical department. If you feel your safety or rights have been violated, contact your case manager or file a grievance. Read your student handbook for more details.

Safety

1



Rite of Passage is one of hundreds of organizations you will come

across in your lifetime. Learning about ROP is a good way to understand how other organizations work, and how you can be successful in working, living and operating within them.

Success within the Rite of Passage organization depends a lot on how you respond and behave in different situations. This means success is based on how you communicate, how you solve problems and how you work with others.

If you create positive interactions, you will improve your performance in the organization. Likewise, negative behavior reduces your performance in the organization. And this is true for any organization, from Rite of Passage to Nike to Apple and even in professional sports teams.

We are giving each student at Rite of Passage these Student Resource Guides (8

total guides) to give information about the program, discuss relevant issues and at-risk behavior, teach and practice skills so that you can take these skills and use them once you have left the program.

In Concept 1, you will learn how the ROP organization works and how success in this program can lead to success elsewhere. ROP, your school, work, church, sports team or businesses all have things in common. These are all organizations that have goals, rules, norms, ways to solve problems, ways to communicate with each other and an underlying culture that supports these activities.

Organizational Mission

Succeeding in Life

2 3

You just learned a little about Rite of Passage. Now, write about yourself.

Name a staff member you would like to share this with.



Part II

Organizational Mission, Goals and Values

Every organization has a purpose and a goal. Steve Jobs, CEO of Apple, has a goal of selling 100 million iPhones by the end of 2011. While Nike also has sales goals, the organization has another goal of being a “climate neutral” company by reducing waste and carbon dioxide emissions by 2011. These are the goals that drive the operations, motivate the staff and provide direction. For all of this to happen, hundreds of staff must support and work toward these goals.

Okay, pretend ROP is a giant pizza. The individual slices are the values of the organization. Values make up the organization like the slices make up the pizza.

Loyalty & involvement

Academic & vocational

achievement

Cleanliness

The hundreds of Rite of Passage staff are also here to support a common mission and goal. In fact, many organizations like Rite of Passage have what is called a “mission statement.” At Rite of Passage, our mission statement says we are “dedicated to improving the lives of youth.” We do this by providing a community of trust, responsibility and respect.

Each staff member works together to make sure ROP’s goal is met. Teachers provide you with academic instruction and help you succeed in the classroom. Case Managers help you understand your treatment issues and set goals to help you succeed in the program. Coach Counselors are there every day to ensure you achieve your daily behavioral objectives.

Rite of Passage’s Mission and GoalsKitchen staff make sure you have three healthy meals each day, while the Administrators oversee the program and services you receive. The list goes on and on…

Each staff member works with the organization and your best interest in mind. When you work, learn and grow within this system, everyone’s needs are met and success is the

result. In other words, when your goal is aligned with the goal of the organization – you will succeed.



Team work

Respect for self & others

Keep working toward goals

Self-disciplinePride in self & ROP

What do you value most? Is it achievement, leadership, respect, pride or wisdom? These are just some examples of hundreds of personal values – which are defined as qualities or attributes that an individual reaches for.

You carry your values around with you wherever you go. You model your values in your actions and in your behavior. You also bring your values and beliefs to different organizations like ROP. When the values you carry around support the laws of society and of an organization, they are seen as positive. Negative

value systems go against the laws of society. At Rite of Passage, we hold a set of values as a school. We are asking that you learn, respect and discuss these areas as you progress through the program.

RAMS Club Goal The RAMS Club is a privilege and its members demonstrate positive behavior on campus, display leadership and appropriately model new skills. The RAMS Club represents students who have displayed high levels of achievement on their treatment plans and have learned to recognize high-risk thoughts and strategies to work through them. The goal of this club is to promote positive behavior on campus while practicing this behavior and developing new skills, so that students will commit to a positive future.

Values



What is the mission or goal of Rite of Passage that everyone is working toward?

How do coaches, teachers, case managers and RAMS contribute to the mission? Explain what each group does below.

Coaches:

Teachers:

Case Managers:

RAMS:

How will YOU contribute to the goal of ROP? What is your responsibility?

Activity #1.1:

The Mission of ROP and Your Role



Three Norms at ROP Three Rules at ROP

Treat others with respect No gang expression

Confront negative behavior No vandalizing

Support confrontations No contraband

Part III

What are Norms and What are Rules?

Norms are often understated and take time to learn, but are important to your success in an organization. They are part of an “informal” system of group expectations. Employers often look at an applicant’s resume and realize that he or she can do the job, but the deciding factor is whether he or she will “fit” in the organization. Will the new employee fit the culture and adapt to the norms of the organization?

At Rite of Passage, opening a door for another student or staff member is an example of a positive norm. It is not a rule. No one tells you that you must open the door – it is simply done.

Norms and rules can be the same – or sometimes they can be very different. A norm is a common practice or custom. A rule, on the other hand, is a set order or directive. But to be successful in organizations, you need to know both the norms and the rules. See if you can identify the differences between norms and rules.

Norm RuleThe observed behavior of a group – what most people do in a group

The prescribed guide for conduct or action

Caused by real or perceived peer pressure

Caused by those in control as a guide for conduct

Joining the group – wanting to belong

Following and complying with rules

Observed not dictated Dictated then observed

Not written Written

Rules are tools of the “formal” system enforced by people in authority. Rules can be a dress code, showing up to work or school on time and telling your boss when you are sick. These are all found in the employee handbooks, student handbooks and policies of an organization. Again, knowing and following

these rules are important for your success.

At Rite of Passage, we have many of these policies and rules that help you understand our program and its expectations. This includes the Rite of Passage Code of Conduct. Do you know what this is?

Norms & Rules

versus

versus

versus

versus

versus

There are actually more rules than this…



Where is the Code of Conduct located at your ROP campus?

How many rules are listed on the Code of Conduct?

Which three rules do you think are the most important to making Rite of Passage work well?

1.

2.

3.

Activity #1.2:

Understanding the Code of Conduct – and Why it is Important

In the space below, draw a picture of someone following a rule from the Code of Conduct. Then see if someone can guess which rule you have drawn.

A rule is written to tell people what to do.

A norm is not written. It’s just what people do.

Norm

Rule

0

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·r want to make a good impression on my boss, so please be on your best behavior.

No drinking out of the toilet!·



Part IV

What is Culture and Why is it Important?Culture is the “personality” of the organization. It is the set of values, attitudes, beliefs, experiences and norms that define how people actually think, decide and perform.

The company Google is reported as one of the best places to work in the United States according to Fortune magazine. They have free food, a college-like atmosphere, lap pool, free laundry facilities, childcare and a bring-your-dog-to-work policy. They have created a positive culture that emphasizes innovation, talent, a commitment to excellence and having fun while at work.

Activity #1.3:

The Values, Norms and Cultures in Your LifeThink of the groups or organizations you have belonged to. Groups or organizations may include: school, a group of friends, a gang, a sports team, a workplace, church, family, etc. The groups may be positive or negative. What group has affected you the most over the last year or two?

In this space, use words and/or pictures to show the values and norms of the group. What is the culture or “personality” of this group?

How have the values, norms and cultures of that group affected your life and the decisions you have made?



To further explain what Positive Organizational Culture is, we can borrow a term from your computer class.

Positive Organizational CultureAt Rite of Passage, our culture is based on creating a safe environment that fosters trust, individual responsibility, mutual respect, understanding, achievement and learning. We call this our Positive Organizational Culture, and this means:

You will receive positive, constructive and helpful training and develop your problem-solving skills using proven, cognitive-based techniques to process through high-risk thoughts.

You will positively develop your natural talents, assets and skills in decision making. Rite of Passage promotes positive youth development by building on these strengths instead of focusing on weaknesses.

Rite of Passage provides you with an opportunity to have a positive high school experience – attend football games, study for your exams and graduate with your diploma.

There is also an expectation that each student will positively contribute to his community through following the rules, developing skills and meeting treatment plan goals. In combination with the three things listed above, all of this works together to form a Positive Organizational Culture.

Positive Organizational

Culture

Cognitive Behavioral Therapy

ROP’s Operating

System

ROP’s Software

Application

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Positive Organizational Culture can be understood as our “operating system” at Rite of Passage.

An operating system is like Windows 7 on your computer. It provides a programmatic framework, and is the master control program that manages a computer. So, think of Positive Organizational Culture as the operating system Windows 7.

An operating system is most useful when you add software applications. By adding the software applications like Word, Excel or PowerPoint, you can now create documents, spreadsheets or presentations.

At Rite of Passage, our software application is Cognitive Behavioral Therapy, which focuses on modifying thoughts, feelings and attitudes to change your behavior. Think of it this way – if two people can experience the same

situation, but respond differently, it is not the situation that causes the behavior. Instead, it is the person’s thoughts that lead to a behavior.

The idea that thinking affects behavior is the main point of cognitive therapies. Here is more about that…

• Thinkingaffectsbehavior

• Anti-social,distorted,unproductiveorirrational thinking causes anti-social and unproductive behavior

• Thinkingcanbeinfluencedandchanged

• Wecanchangehowwefeelandbehavebyhow we think.

At ROP, we also think about how people learn initial behaviors and why they continue to engage in these behaviors. We know that people typically learn about behaviors by seeing others do it, and seeing that there is a reward (or no consequence) for these behaviors. Understanding that modeling behavior is important, the staff and students at ROP must model pro-social behavior and respect, and the program structure and treatment philosophy must support this.

Together, the Positive Organizational Culture (operating system) and cognitive behavioral therapy (software application) work together to create the Rite of Passage program.

www.mortybucelto.com

"Grandma, hove you ever thought of just upgrading Grandpa's operating system?"



Activity #1.4:

Understanding How The Mission, Values And Norms Work Together In An Organization

When John was 16, he lived with his father. His dad was a truck driver who was often on the road, leaving John home alone for many days at a time. John had a hard time getting up in the morning when his father was gone. Like many of his friends, he was often late for school and even missed his first period math class most of the time.

When John did get to school on time, his math teacher never said anything about his absences. John and his friends laughed about how the teacher probably didn’t even know his name.

John liked seeing his friends at school. At lunch hour, they would go off campus, skip fifth period sometimes, and then get back in time for the last class of the day.

He also liked playing on the football team with many of his friends. He was a good athlete, and as long as he kept a D average, he got to practice and play with the team. The coach, Mr. Weaver, was a friendly guy who wanted everyone to love football and have fun. As long as everyone tried their best, he said, he was happy. The players on the team shared a lot of laughs, became friends and got pretty close.

The only thing John did not like about his school was that everyone drove really nice cars and wore expensive clothing. Most of the kids had a lot of money. Although John’s dad worked hard, he did not have the money to buy John a car and lots of designer clothes. Sometimes John felt like people were judging him for not having more money.

At the beginning of John’s sophomore year, he got into trouble doing drugs with his friends on the football team. He was arrested for possession on his way home from a party.

Part I: John’s School

Use words and/or pictures to show the mission, values and norms at John’s school. What is the culture or “personality” of this organization?



After John’s arrest, John’s dad took an office job at the trucking company so he could stay home more often and keep an eye on John. Since the office was on the other side of town, they had to move to a new neighborhood. John had to go to a new school – Garfield High School.

At first, John was upset about changing schools and leaving his friends. When he entered

Garfield on the first day of classes, a big banner hanging from the ceiling announced, “Learning is the key to success!”

and there were pictures all around it of Garfield

graduates who had good careers. John chuckled to himself

Part II. John Changes Schools

about how stupid some of the people on the wall looked with their 1980s hair and dated clothes. He hoped the students were not as stupid as the people in the pictures.

But as the day went on, John saw things he really liked, too. Most of the students walked to school or took the bus. Most importantly, John didn’t feel like people were judging him based on what he was wearing. Everyone seemed to dress in regular clothes – nice but not really expensive all the time. As he got to know the other students, he learned that most had jobs after school to earn extra money.

John immediately tried out for the football team at Garfield. Coach Webb, the coach of the team, had a two-week try-out. He yelled a lot at the players and insisted that they would not be on the team if they could not perform on the field. “We are here to win,” he shouted. “If you are not here to win, quit now.”

Although John did not like the coach, he really wanted to play football. Like the other players trying out, he worked hard on the field. The competition to make the team was tough. No one joked around during those two weeks. Everyone took everything the coach said seriously, and no one seemed lazy or tired. Surprisingly, no one complained about how hard the workouts were. When the try-out was over, John was relieved that he made the team. He looked forward to getting to know the other players better and making new friends.



John was on time for his first period class now that his dad was home every morning to wake him up and take him to school. But, John started skipping his English class after lunch. The third time he missed class the teacher called his father at work and expressed concern about John’s absences and his low grade. The next week, John’s math teacher called his dad to tell him that John was failing math. Angry and disappointed, John’s dad told John he would be grounded if he didn’t get his grades up. His dad did not want to get another negative phone call from the teachers. John felt like he couldn’t get away with anything at Garfield.

The following week, Coach Webb called John into his office after hearing that John had been drinking alcohol at a party. The coach was angry that John was drinking, especially since he was doing it during the football season when John was supposed to be in training. He benched John for the next three games.

John was shocked. When he shared this news with his teammates, they did not laugh about it with him or even feel sorry for him. In fact, they were disappointed that John had let them down. He was the

best cornerback on the team, and without him, they knew winning would be difficult. “I can’t believe you did this, man,” said one teammate. “We’re not here to mess around.”

John was surprised by his teammates’ reactions. Everything was so different at this new school. He realized that he was going to have to make some changes if he was ever going to play football, stay out of trouble and make good friends at Garfield.

Use words and/or pictures to show the mission, values and norms at Garfield High School. What is the culture or “personality” of this organization?



Think About It…

What are John’s goals?

What is the primary challenge John must overcome to reach his goals?

What is the mission of Garfield High School? How do you know what the mission is?

What are the values of the teachers, the students and Coach Webb at Garfield High School? Again, how do you know what they value?



What are the norms at Garfield? (Remember, norms are ways people behave that are unwritten but still expected. They are often based on values.) How do you know what the norms are?

How is the culture at Garfield different from the culture at John’s first school?



Every organization has a structure, a way of organizing tasks, responsibilities and established rules. Sometimes this organizational structure is easy to see. Walk into a movie theater and you notice employees are responsible for selling tickets. Others are selling snacks and soda. Another group is in charge of keeping the theater clean. Overseeing all of these employees are the manager and assistant manager.

As with all organizations, there is a hierarchy, or chain of command, with a supervisor who is responsible for making sure everyone is doing his or her job well.

Part V

Organizational StructureKnowing the structure of an organization is important whether you are trying to join a group, get hired by a company or work every day within an organization. When you want to make something happen, you need to know who to talk to and who has the power to help you. Also, if you want to succeed within an organization, you need to make sure you

know what your role is in the organizational structure, what you are responsible for and who you are required to answer to in the chain of command.

It is also important to learn how you can move up in the organizational structure to earn more responsibility, recognition, and possibly, more money.

Responsibilities

Tasks/Roles

Rules

Organizational Structure

What are some of the tasks, responsibilities or rules you need to do or follow to succeed at Rite of Passage?



Staff

RAM Students

Intern Students

Rookie Students

Orientation Students

Student Status

Social Skills Focus Following Instructions:1. Listen carefully while you are being told

what to do.

2. Ask questions about anything you don’t understand.

3. Decide if you want to follow the instructions.

4. Let the other person know your decision.

5. Repeat instructions to yourself.

6. Do what you have been asked to do.

The organizational structure helps you learn how to follow rules and instructions. The organization also helps define each student’s role and responsibilities while in the program, and provide instructions on what to do to move up the hierarchy and increase student status.

As with all organizations, success at ROP depends on your ability to:

Know your position (or status)

Follow instructions to fulfill the responsibilities of that position (or status)

Meet the expectations of your supervisor (staff member)

RAMS are responsible for being leaders on campus, and as leaders, they are required to demonstrate excellent behavior and consistently show respect. They are responsible for helping lower status students make better decisions about their own behavior, and they also act as diplomats for their school by giving tours and attending special events to represent ROP. Once a student reaches RAM status, he knows how to do the right thing. And RAMS will always do the right thing, even when nobody is watching.

Based on staff direction and what works best for each ROP program, some locations may award status to students differently. However, student status is always a progression (from Orientation to RAM), and is always based on meeting program requirements.



Orientation Student. This status level is for the student who has just begun the program. This student is beginning to understand the risk factors on his treatment plan, establish goals and learn cognitive skills. This student should make the most of his time in orientation by learning how to move up in status and completing orientation program requirements.

A key part of those requirements is working with the Case Manager to identify his treatment goals, risk factors and protective factors.

Rookie Student. This status level is for the student still learning the program and rules. The level is also for students who need more time to relearn the rules because of a regression

from a higher status level. This student has to earn privileges and must uphold the Rite of Passage norms.

Intern Student. The student at this status level has successfully completed orientation and is working toward becoming a RAM. In addition to upholding

the Rite of Passage norms, the student must also follow his Measured Achievement Plan (MAP) and make positive changes in his thinking and

behavior.

RAM Student. First and foremost, a RAM status student is a gentleman. A RAM will display Respect to himself and

everyone else – including fellow students, staff, guests, probation officers, parents and members of the

community both on and off campus. He will possess a positive Attitude in all situations and will be

Motivated to do his best and uphold the norms. He will also show Spirit and heart to his peers

and team.

A RAM student successfully completes his Measured Achievement Plan (MAP). He also develops leadership skills he can use throughout his life in his relations with others at home, work or school. He focuses on completing his transition plan, with an emphasis on enrolling in school or finding employment, and he shares the lessons he has learned with students on lower status.



Proactive InterventionsIt is the ROP staff’s responsibility to communicate when high-risk behavior occurs, but the students can also help within certain circumstances (see chart). Working together, this is how the Positive Organizational Culture program keeps on the right track. Proactive interventions are big words that basically mean there are different ways you can take action to involve yourself in a situation with the goal of helping a peer. There are three levels of these Proactive Interventions (see page 23) that students are involved in.

But remember, we always start at the lowest level of intervention possible!

Active ListeningListening is one of the most important communication skills to learn. The ability to listen actively can improve personal relationshipsthroughreducingconflicts,strengtheningcooperation and fostering understanding.

Communication

Social Skills Focus Asking a Question:1. Decide what you’d like to know

more about.

2. Decide whom to ask.

3 Think about different ways to ask your question and pick one way.

4. Pick the right time and place to ask your question.

5. Ask your question.

Communication at Rite of Passage is meant to teach you how to interact with others, accept responsibility for your behavior, exchange feedback with your peers and coaches and to practice communication and social skills.

Communication means talking and listening to people. It also means knowing how to ask questions. By using the right questions in a particular situation, you can improve a whole range of communications skills. For example, you can gather better information and learn more; you can build stronger relationships, manage people more effectively and help others to learn too.

Active Listening:1. Look at the person who is talking.

2. Think about what is being said.

3. Wait your turn to talk.

4. Do not interrupt.

5. Say what you want to say.

ASkING A QUeSTION &LISTeNING



Proactive Levels of Intervention examplesStaff or Students

Leve

l 1

Nonverbal Helpful is a helpful gesture or facial expression designed to stop the problem at the onset. A staff or student identifies the area of concern and addresses it in an effective nonverbal intervention. It is a polite, respectful way of redirecting a student’s behavior.

Motioning that you are tucking in your own shirt to show that someone needs to tuck in his.

Leve

l 2

Verbal Helpful is a verbal inquiry or statement prompting the student to change that behavior. It is a polite, respectful verbal confrontation that can be phrased in a “yes or no” question or a simple statement.

“Did you know at our site, the norm is to tuck in our shirt?”

Leve

l 3

Concerned Verbal is accomplished by increased verbal volume, tactful assertiveness, serious facial gestures and a nonnegotiable intervention style.

Slowly and with an increased tone of voice, use a serious facial gesture. Never negotiate or discuss your decision. Just repeat your statement. “At our site, the norm is to tuck in our shirt.”

Staff Only

Leve

l 4

When the concerned verbal intervention is ignored, verbal support by the staff cautions the student in question that his actions equate to a high level of concern.

“Do you understand there are consequences for not following the rules of the program?”

Leve

l 5

This is the final level of intervention. The student has not accepted any of the nonverbal interventions or verbal interventions. The staff person makes the choice as to the degree of the continuing intervention and which staff will participate in the intervention.

Staff will be on the scene and take control of the situation involving the student.

Leve

l 6

Refocus Placement* Based on the decisions made in Level 5, if the student refuses to accept the intervention, he has made the choice of participating in the Refocus Program or other appropriate sanction.

*or the appropriate specialized program for noncompliant youth.

Staff will be on the scene and take control of the situation involving the student.



In every organization, people need to get together to address important issues and support one another to achieve a common goal. For example, on a sports team, the coach may organize a meeting of the assistant coaches and players to review game tapes and prepare for the upcoming game.

In another organization, such as a church, members may want to build an activity hall for events after church services, but a problem exists when they do not have the money to pay for a new building, requiring them to brainstorm ideas as a group and solve the problem together.

All of these important issues are dealt with through meetings where people discuss the challenge or goal, share their ideas and opinions and develop a plan together. Meetings are an important part of effective organizations and they are a daily activity at ROP (Positive Skill Development Groups, Team Meetings, etc.).

Meetings

About Positive Skill Development GroupsThere are important meetings at Rite of Passage called Positive Skill Development Groups, or PSD Groups. There are three different kinds of these meetings, and through these meetings, staff facilitate skill development and behavioral change by giving you interventions and strategies that address your risks and needs. The PSDs are a time when you can use the cognitive-based skills to process treatment issues and learn techniques and strategies that will reduce your risk factors.

During PSDs, you can talk about problems, challenges and goals and identify a social skill that will help you replace the old, undesired behavior, then practice role-playing the skill in a group. Staff will help you learn how you can use this new skill in real-life situations.

While each of the three groups is discussed on page 26, they start with a set of expectations, which include:

1. Students arrive to the group quietly. The meetings are held in a structured and safe environment, based on respect and trust. Arriving to the group quietly sets the tone for the meeting.

2. Students form a circle. All meetings will begin with an opening pledge:

“This is a Positive Skill Development Meeting. It is a tradition of our school. During this time, I pledge to be a contributing member of this process. I will display trust, respect, understanding and cooperation to encourage individual and team growth.”

At the end of the meeting, there will be a closing pledge.Important decisions are made

at meetings in all organizations.

by Mark Paris

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3. Role-playing with graduated rehearsal. People learn through the experience of doing it themselves. Based on our experience – and based on research – when a youth can see, hear, discuss and practice a skill, he or she is much more likely to learn and apply that skill in the future. This means, if you practice what you learn here, you are more likely to use it in the community after you graduate and stay out of trouble.

At Rite of Passage, practicing a skill can mean role-playing. This is something that staff and students work on together in every program at Rite of Passage, and there are certain things to remember when role-playing, such as:

Role-playing should reinforce desired responses or actions (emphasis on the positive and solutions).

Role-playing includes thinking steps and action steps.

Role-playing should be brief and follow the steps on the student’s Social Skills Cards.

Role-playing actors should closely resemble people that the student can relate to, given the situation.

Guided by staff, role-playing can get more and more challenging as the students practice their skills (this is graduated rehearsal).

4. Practice Active Listening. We introduced Active Listening in the Communication Section, but it is important to mention again. Remember that active listening focuses on who you are listening to, whether in a group or one-on-one, in order to understand what he or she is saying.

5. Follow expectations. Students are expected to follow the PSD procedures, communicate effectively as well as get along and work with their peers. Whether in the PSD group setting or the community, it is important to get along with others because you will be working and dealing with other people all of your life. If you can get along with others, you are more likely to be successful in whatever you do. Getting along shows sensitivity and respect, and makes it more likely that other people will behave the same way. In other words, treat others the way you want to be treated.

6. Use pro-social skills. The Positive Skill Development Groups are here to help you focus on positive outcomes – not on negative outcomes to prevent. Through this process, you are seen as the “main character” in your own development and can use a number of pro-social skills and strategies, such as:

Using the Social Skills Cards Identifying Thinking Errors Remembering Problem Names Using the Thinking Report Steps

Social Skills Focus Getting Along With Others:1. Listen to what is being said when another

person talks to you.

2. Say something positive if you agree with what the person said. If you don’t agree, say something that won’t cause an argument. Use a calm voice tone.

3. Show interest in what the other person has to say. Try to understand his or her point of view.



Three Types of Positive Skill Development Groups

1

2

3

Community Group Goal: To process issues, behaviors and actions within the living group that is counter to the Positive Organization Culture.

Format: Staff shall direct the Community Group meeting, and it may be conducted during the scheduled Skill Development Group time, or any time there is a living group issue that needs to be addressed. The community group will always teach and reinforce a skill, and may use the Thinking Report Steps.

Examples of a Community Group may include: contraband found in the unit, fight or assault in the unit or theft.

Cognitive Intervention Group Goal: To discuss behavior and work with the students to acquire and practice a new skill or strategy to use to resolve future issues or challenges.

Format: Staff shall direct the Cognitive Intervention Groups during designated times within the living group.

Examples of a skill used in a Cognitive Intervention Group may include: problem-solving skills, basic social skills, advanced social skills and skill alternatives to aggression.

Targeted Skills Group Goal: Staff shall have an established, pre-set agenda to address a specific cognitive behavioral skill(s) includingsocialskills,thinkingskills,conflictresolution, problem-solving skills or moral reasoning.

Format: Staff shall direct the Targeted Skills Group, scheduled for designated times in the living group.

Examples of a Targeted Skills Group include: Moral Reasoning, Skill Development, Thinking Skills and Aftercare Planning.

Each of these groups has a learning objective. They are designed to help all students get the correct dosage (or amount) of cognitive-based treatment. Research supports the fact that the proper dosage of treatment is an important factor in keeping at-risk youth out of trouble. And this is exactly the reason we are doing all of this.

The problem with being a hermit crab is that I lack social skills.

,/



All people in an organization like to be recognized for doing well. In the military, soldiers receive medals for showing courage. In the work world, people often receive awards for doing a good job, and they hang these awards on the wall for others to see. And, in school, remember the gold stars teachers gave students?

Recognition may keep us going when our motivation is low, and it shows that other people appreciate what we do.

At Rite of Passage, we reinforce youth for the good things they do. The purpose of reinforcement is to increase specific behaviors and we do this by providing something meaningful to the student (like more privileges).

In addition, Rite of Passage uses Team Meetings to recognize staff and student successes and to show appreciation. A Team

RecognitionMeeting is a time to celebrate the good things students and staff do. It is also a safe time to get something off your chest, receive positive feedback from your peers and discuss how well you are doing on meeting your treatment goals.

The Team Meeting helps everyone stay motivated and work as a team. This process takes place at the end of the day and includes information about upcoming events or schedule of activities.

Recognition, positive reinforcement and rewards work far better to change behavior than negative reinforcement and punishment. This is why we have several different ways to recognize and reward students:

Material objects (such as different RAMS clothing) that are received for positive behavior.

Items (such as RAMS Bucks) exchanged for something of value.

Reinforcing activity (field trip, movie, etc.) that is enjoyable to the youth.

Social reinforcement includes praise, attention, Student of the Week.

Team Meeting Topics Areas of RecognitionGeneral information regarding living unit education

Weekly schedule of events RAMS Club (status progression)

Projects and responsibilities Athletic accomplishments

Birthdays (students and staff) Vocational Training

Moment of silence for solemn occasions Behavioral accomplishments (Force Field)

Progress in meeting treatment goals Individual growth (e.g., denouncing gang)

"I'm giving you a praise. It's not a raise but it will look good on your evaluation."



Good organizations evaluate the work they do and evaluate the work of the people in the organization. A company may have customers complete a customer survey to make sure the customers are happy. A salesman at a store may receive a written evaluation from his boss that explains what he does well and what he needs to improve. A boss may even ask employees to complete a survey

Evaluation

How Do Force Fields Work? Staff record and review student behavior according to the scale below and then provide each student with a weekly force field. The force field gives the student a weekly evaluation and helps the student see his progress toward formal status. Student behavior is evaluated and assigned a green, yellow or red force field:

Green Force Field is a positive evaluation. The student is doing well. Student consistently demonstrates pro-social skills in all aspects of the program and is meeting goals in his Measured Achievement Plan (MAP).

Yellow Force Field is a neutral evaluation. The student is demonstrating pro-social skills in some aspects of the program and meeting some goals in his Measured Achievement Plan (MAP).

Red Force Field is a negative evaluation. The student does not consistently demonstrate pro-social skills and is not consistently meeting goals on his Measured Achievement Plan (MAP).

to help her see if the boss is doing a good job.

Rite of Passage uses force field analysis to help you see

how well you are doing in the program and to help you make better choices about your behavior.

What is your force field this week? What behaviors have you demonstrated to earn that force field?

Captain, there appears to be an invisible force field between the gate posts that is p<eV9ntilg us

from entering the next past\lre!



Everyone is different. We don’t all fit into a single mold – nor would we ever want to. By saying these differences are good, and that we value them, means we go far beyond the obvious differences like what we look like or how we dress.

Tolerance of others and valuing diversity is a social skill we learn at Rite of Passage. This means we respect different viewpoints, experiences and ideas from other people of different ages, gender, ethnicity and culture.

We nod our head up and down to mean “yes” in the United States. But did you know that in Bulgaria and Greece, this gesture means “no?” Did you know that wedding dresses in China are typically red? While white is what many brides wear in the United States, it is the color of mourning in China.

There is no “right” or “wrong” to any of these examples. They are merely differences that are just as valid whether you live here in the United States or in Greece.

As you can see, an important way to respect differences is to listen for more than words. Listen to ideas, viewpoints and experiences. Realize that different gestures can mean different things. Above all, have true respect for other individuals.

Valuing Diversity and Tolerance of Others

The Cold Within Six humans trapped by happenstanceIn black and bitter cold.Each one possessed a stick of wood,Or so the story’s told.

Their dying fire in need of logs,The first woman held hers backFor on the faces around the fire,She noticed one was black.

The next man looking cross the waySaw one not of his church,And couldn’t bring himself to giveThe fire his stick of birch.

The third man sat in tattered clothes;He gave his coat a hitch.Why should his log be put to useTo warm the idle rich?

The rich man just sat back and thoughtOf the wealth he had in store.And how to keep what he had earnedFrom the lazy poor.

The black man’s face bespoke revengeAs the fire passed from his sight,For all he saw in his stick of woodWas a chance to spite the white.

And the last man of this forlorn groupDid naught except for gain.Giving only to those who gaveWas how he played the game.

The logs held tight in death’s still handsWas proof of human sin.They didn’t die from the cold without,They died from the cold within.

– James Patrick Kinney

It’s a good practice to listen to the life experiences and values of others. Remember, you cannot judge because you have not walked in their shoes.



Martin Luther KingIn the 1950s and 1960s, Martin Luther King became one of the most important figures of the civil rights movement in the United States.

He began to think that African Americans could borrow upon the experiences and perspectives from India to gain civil rights and freedom here in United States. He looked toward the teachings of Gandhi, who was a major political and spiritual leader of India and the Indian Independence Movement.

Dr. King went to India and met with Gandhi’s family. He later said, “Since being in India, I am more convinced than ever before that the method of nonviolent resistance is the most potent weapon available to oppressed people in their struggle for justice and human dignity.” Dr. King embraced this nonviolent resistance teaching from another country – and inspired citizens from this one.

Once you learn to respect and value diversity, you can help others in the Rite of Passage program do the same. As you progress to your RAMS status, you can help other students understand these differences – support differences at ROP by confronting negative stereotypes, correcting false statements and involving people from different cultures.

The Great Melting Pot Do you remember the term “melting pot” from your US History class? It means that there is a blending – a melting together of nationalities, cultures and ethnicities in the United States. We are all different, yet we come together in strength and power as multi-cultural citizens of this country.

Chances are you already witnessed diverse cultures,

populations and groups at Rite of Passage.

When the differences of people from other cultures, backgrounds and races are supported in a positive way, they are beneficial to the quality of our lives. This goes beyond the surface benefits like different foods, music, clothing and dance. It involves new ideas, perspectives and ways to solve problems.

Diversity in the Workplace

Today you are a student, but you will soon be joining a workforce that is changing and becoming more and more diverse. Together, women and minorities make up 60% of the total workforce in the United States.

Our future depends on our ability to talk with one another, reach mutual understanding and to realize that in diversity there is strength. Understanding, respecting and valuing diversity will give you the leg-up when you are ready to compete, thrive and lead in this global economy.

The more culturally diverse situations you are in and the more you know about other cultures and their people, the better you become at recognizing similarities – and bridging differences.

Cognitive Behavioral Therapy is a way of treating people that looks at changing thoughts in order to solve emotional and behavior issues. Our CBT programs include Thinking for a Change, Aggression Replacement Training, Pathways to Self Discovery, Active Parenting, etc...

Culture is the characteristic features (including social practices, arts, beliefs) of everyday life shared by people in a particular place or time.

Formal Status is organizational structure at Rite of Passage. Formal Status is simply a structure that defines each student’s role and responsibilities while at ROP (Orientation, Rookie, Intern, RAM).

Nonnegotiable means that you cannot change something. At Rite of Passage, proactive interventions are nonnegotiable which means that a student must accept confrontation.

Norms are the observed behavior of a group. A norm is what most people do in a group.

Organization is a group of people who have the same goal. Examples of organizations include businesses, family, government, religious groups, sports teams, high schools and Rite of Passage.

RAMS are Rite of Passage’s team mascot and is also short (an acronym) for:• Respect – displays honesty and respect

for self, other and property• Attitude – is positive, cooperative,

competitive, wise and clever• Motivation – Always gives 100% and

does his best• Spirit – is a team player that follows the

rules and knows the normsRules are the prescribed guide for conduct or action.

Rules can often be different from norms. A rule may be a speed limit of 25 miles per hour. The norm, however, is traveling at 35 miles per hour. ROP manages programs by a careful balance between both norms and rules. With norms, we manage through the informal observed behaviors of students and staff. With rules, we manage through rules using the formal network of our organization and operating manuals.

Values are the qualities and attributes that an individual or organization reaches for.

Values can determine the success or failure of an individual in society. When values transgress the law of society, they are seen as negative. At ROP, we hold a set of values as a school. We are asking that you learn, respect and discuss these areas as you progress through the program.

Concepts & Definitions


RITE OF PASSAGE

EDU

CATIO

N, TREATMENT, SKILLS, OPPORTUNITIE

S

ConCept 1:Understanding How Systems

and Organizations WorkR

ite

Of

Pass

age

Student Resource Guide

About the Student Resource GuideWe know that programs like Rite of Passage are more effective when they identify your needs and give you the opportunity to learn and practice pro-social skills that meet these needs. This is why we have created eight different modules. Learning pro-social skills will help you bridge your success at Rite of Passage to success within different settings such as your family, school, workplace or community.

What I will learn:

• Organizations are alike in many ways

• The basics of effective communication

• How to role model ROP norms and core organizational and leadership values

• The importance of developing awareness and appreciation of people from different backgrounds and experiences

Skills I will have the opportunity to practice:

• Active Listening

• Asking a Question

• Getting Along with Others

Table of Contents:

1. Welcome to Rite of Passage ......................................3

2. Organizational Mission, Goals and Values ................7

3. What are Norms and What are Rules? ....................10

4. What is Culture and Why is it Important? .............12

5. Organizational Structure ........................................21

Concepts and Definitions ...........................................35

Concept 1: Understanding How Systems and Organizations Work

This Guide belongs to:© 2018 Rite of PassageAll rights reserved. Printed in the United States of America. No part of the material protected by this copyright may be reproduced or used in any form or by any means, electronic or mechanical, including photocopying, recording or by informa-tion storage and retrieval system without written permission from the copyright owner. Photographs used in the Student Resource Guides are for illustrative purposes only; and any person depicted in the Rite of Passage material is a model.


Understanding How Systems and Organizations Work


Part 1

Welcome to Rite of PassageMany of you may be reading this Student Resource Guide as an orientation to the Rite of Passage program. You may have just arrived at Rite of Passage and you are new to the program, new to what is expected from you and new to the surroundings.

Our staff have worked with thousands of students over the years. As you can see, we like to refer to the boys and girls enrolled into our different programs as “students.” Over time, we have gained experience with what students may be thinking and feeling as they begin the Rite of Passage program – it can range from sadness, to anger, fear, happiness or hope. Whatever you may be feeling and thinking right now, we are here to help you feel safe, help you to become familiar with the organization and its rules, and teach you skills that will help you be successful. This is the purpose of our program – and the purpose behind these Student Resource Guides.

“It’s better to look ahead and prepare than to look back and regret.”

- Jackie Joyner-Kersee, World Record holder and Six-time Olympic Medal Winner



About Rite of Passage Rite of Passage has been working with young people since 1984. The organization started out small – one group home for 12 students – but over time got bigger and bigger. Today, Rite of Passage cares for thousands of students from many states across the country.

During the past three decades, the organization has seen many changes – changes in the number of students we work with as well as in what students learn while in our programs. Did you know that Rite of Passage started by teaching tennis to 12 at-risk kids? Lots of programs like ours thought that sports were a good way to work through at-risk behavior.

Whether there is truth in this idea or not, this is no longer our focus – our organization has changed with the times! As you begin your program you will hear things like “evidence-based practices” or “Positive Skill Development groups.” These are among the positive changes Rite of Passage has experienced and implemented.

While our organization has changed, there are also things we want to keep the same.

1

Rite of Passage wants you to feel safe. Always.

Rite of Passage will always remain dedicated to its mission to improve the lives of youth.

Rite of Passage wants you to succeed in life, not just do well in the program.

1

2

3

Safety Every organization, including Rite of Passage, has a responsibility to keep its members safe. As a result,

organizations create policies to get rid of possible dangers. For example, some factories may require workers to wear safety goggles to protect their eyes from possible injuries. Many schools are starting to place seat belts in their buses to protect children in case of an accident while on the road. Even volleyball players are required to wear knee pads to keep them safe on the court.

Organizations also have policies to make sure members remain safe from personal attacks or harassment from others. And, in most schools, students may be expelled for hitting a classmate. Again, even on the volleyball court, a player is not allowed to purposely hurt another player. People in any organization are not allowed to touch someone inappropriately or to harass a person sexually.

ROP is dedicated to keeping staff, teachers and students safe. As a member of the ROP organization, you have a right to live and work in a safe environment – free of harm from

dangerous physical conditions or physical abuse from others. If you are sick or hurt, contact your site’s medical department. If you feel your safety or rights have been violated, contact your Therapeutic/Case Manager or file a grievance. Read your student handbook for more details.



Organizational Mission Rite of Passage is one of hundreds of organizations you will come

across in your lifetime. Learning about ROP is a good way to understand how other organizations work, and how you can be successful in working, living and operating within them.

Success within the Rite of Passage organization depends a lot on how you respond and behave in different situations. This means success is based on how you communicate, how you solve problems and how you work with others.

If you create positive interactions, you will improve your performance in the organization. Likewise, negative behavior reduces your performance in the organization. And this is true for any organization, from Rite of Passage to Forever 21 to Apple and even in the music business. Have you ever dreamed that you might become a famous singer/rapper some day? Even with the talent to sing, your success will depend on your communication skills, and ability to read and get along with others.

Succeeding in LifeEach student at Rite of Passage receives these Student Resource Guides (8 total guides) to explain

the program, discuss important issues, identify risky behavior, and teach and practice skills that will help you achieve your goals and be successful.

In Concept 1, you will learn more about your environment and how your success here relates to your success in the community. ROP, your school, work, church, sports team or businesses all have things in common. These are all organizations that have goals, rules, norms, ways to solve problems, ways to communicate with each other and an underlying culture that supports these activities.

32

“One isn’t necessarily born with courage, but one is born with potential. Without courage, we cannot practice any other virtue with consistency. We can’t be kind, true, merciful, generous, or honest.”

– Maya Angelou



The Rite of Passage mission is: “ ”

You just learned a little about Rite of Passage. Now, write about yourself.

Name a staff member you would like to share this with.

Name three things that we can do to help you feel safe in the program:

1.

2.

3.

Activity #1.1A:



Part 2

Organizational Mission, Goals and Values

Every organization has a purpose and a goal. Oprah Winfrey, founder of Harpo Productions, has a goal to inform, entertain, and provide advice to people through different forms of media, such as magazines, TV shows and movies while making a profit. Nike has a goal of being a “climate neutral” company by reducing waste and carbon dioxide emissions (both of which can harm the environment). These are the goals that drive the operations, motivate the staff and provide direction. In order to be successful, hundreds of staff must support and work toward these goals.

The hundreds of Rite of Passage staff are also here to support a common mission and goal. In fact, many organizations like Rite of Passage have what is called a “mission statement.” At Rite of Passage, our mission statement says we are “dedicated to improving the lives of youth.” We do this by providing a community of trust, responsibility and respect for each staff member and student.

Each staff member works together to make sure ROP’s goal is met. Teachers provide you with academic instruction and help you succeed in the classroom. Therapeutic/Case

Rite of Passage’s Mission and GoalsManagers help you understand your treatment plan and set goals to help you succeed in the program. Group Living Counselors are there every day to ensure you achieve your daily behavioral goals. Kitchen staff make sure you have three healthy meals each day, while administrators oversee the program and services you receive. The list goes on and on…

Each staff member works in your best interest and in the best interest of the organization. When you work, learn and grow within this system, everyone’s needs are met and success is the result. In other words, when your goal is aligned with the goal of the organization – you will succeed.

ValuesWhat are values? What are some of the things you value most? Is it success, leadership, respect, honesty, pride or wisdom? These are just some examples of hundreds of personal values – which are defined as qualities or attributes that an individual reaches for.

You carry your values around with you wherever you go. You model your values in

your actions and in your behavior. You also bring your values and beliefs to different organizations like ROP. When the values you carry around support the laws of society and of an organization, they are seen as positive. Negative value systems go against the laws of society. At Rite of Passage we hold a set of values. We are asking that you learn, respect and discuss these areas as you progress through the program.

• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •



The Contributor Council

The Contributor Council is a privilege that members have earned through their school and program accomplishments. Members demonstrate positive behaviors on campus, mentor other young women in the program, display leadership, appropriately model new skills, and take accountability for personal mistakes and restore the harm in relationships when necessary. These are the values of the Council members. The Contributor Council represents students who have displayed high levels of achievement on their treatment plan and have learned to recognize high-risk thoughts, high-risk behaviors and strategies to work through them. The goal of this Council is to promote positive behavior on campus while practicing this behavior and developing new skills, so that students will commit to a positive future.

Okay, pretend ROP is like a daisy. Now imagine, each individual petal is a part of the organization. Each part, or in this example, each petal, represents values and norms. Without these parts there is no organization; without any petals, there is no daisy.

What are some of your values?

Activity #1.2A:

Team work

Respect for self & others

Keep working toward goals

Self-discipline

Loyalty & involvement

Academic & vocationalachievement

Self-care

Pride in self & ROP



The Mission of ROP and Your Role What is the mission or goal of Rite of Passage that everyone is working toward?

How do Group Living Staff, Teachers, Therapeutic Managers, and Contributors support the mission? Explain what each group does below.

Group Living Counselors:

Teachers:

Therapeutic/ Case Managers:

Contributors:

How will YOU contribute to the goal of ROP? What is your responsibility?

Activity #1.2B:



Three Norms at ROP Three Rules at ROP

Treat others with respect No gang expression

Raise your hand in class No vandalizing

Make eye contact when speaking to someone

No contraband

Part 3

What are Norms and What are Rules?

Norms are often more understated and take time to learn, but are important to your success in an organization. They are part of an “informal” system enforced by group pressures and are behaviors you expect from its members. For example, when you go shopping and it’s time to buy the items you chose, you see a line of people standing by the cashier. Do you go to stand at the front, the middle or the end of the line? Most people go to the end of the line and wait their turn. Why? Is there a rule posted on how to line up and wait your turn? No…this is considered a social norm not a written rule. Can you think of another social norm that is not a written rule?

Norms and rules can be the same – or sometimes they can be very different. A norm is a common practice or custom. A rule, on the other hand, is a set order or directive. But to be successful in organizations, you need to know both the norms and the rules. See if you can identify the differences between norms and rules.

Rules are tools of the “formal” system enforced by people in authority. Rules can be a dress code, showing up to work or school on time and telling your boss when you are sick. These are all found in the employee handbooks, student handbooks and policies of an organization. Again, knowing and following

Norms & Rules

Norm RuleThe observed behavior of a group – what most people do in a group

The prescribed guide for conduct or action

Caused by real or perceived peer pressure

Caused by those in control as a guide for conduct

Joining the group – wanting to belong

Following procedures to avoid consequences

Observed not dictated Dictated then observed

Not written Written

versus

versus

versus

versus

versus

these rules are important for your success.

At Rite of Passage, we have many of these policies and rules that help you understand our program and its expectations. Another example of such a rule is the Rite of Passage Code of Conduct. Do you know what this is?

There are actually more rules than this…

..



Understanding the Code of Conduct – and Why it is Important Where is the Code of Conduct located at your ROP campus?

How many rules are listed in the Code of Conduct?

Which three rules do you think are the most important to making Rite of Passage work well?

1.

2.

3.

In the space below, draw a picture of someone following a rule from the Code of Conduct. Then, see if someone can guess what rule you have drawn.

A rule is written to tell people what to do.

A norm is not written. It’s just what people do.

Norm

Rule

Activity #1.3A:

EMPLOYEES MUST WASH

"Mom, why can't I wash my own hands?"

~Mlrty Buccllo

·r want to make a good impression on my boss, so please be on your best behavior.

No drinking out of the toilet!"



Part 4

What is Culture and Why is it Important?Culture is the “personality” of the organization. It is the set of values, attitudes, beliefs, experiences and norms that define how people actually think, decide and perform.

Activity #1.4A

The Values, Norms and Cultures in Your LifeThink of the groups or organizations you have belonged to. Groups or organizations may include: family, school, a group of friends, a gang, a sports team, a club, a workplace, church, etc. Groups may be positive or negative. What group has affected you the most over the last year or two?

In this space, use words and/or pictures to show the values and norms of the group. What is the culture or “personality” of this group?

How have the values, norms and cultures of the groups you have belonged to affected your life and the decisions you have made?

The company Google is reported as one of the best places to work in the United States according to Fortune magazine. They have free food, a college-like atmosphere, lap pool, free laundry facilities, childcare and a bring-your-dog-to-work policy. They have created a positive culture that emphasizes innovation, talent, a commitment to excellence and having fun while at work. This would be considered a positive organization/group by many people.

Activity #1.4B:

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At Rite of Passage, the “app” we use a lot is called “Cognitive Behavioral Therapy,” which teaches you that by modifying your thoughts, feelings and attitudes you can change your behavior. Think of it this way: if two people can experience the same situation but respond differently, it’s not the situation that caused the behavior.

The idea that thinking affects behavior is the main point of cognitive therapies.

At ROP, we also think about how people learn behaviors and why they continue to engage in those behaviors. We know that people typically learn about behaviors by watching others do them, and observing that there is a reward (or no consequence) for the behavior. This is why ROP staff model positive behaviors and respect – we learn behaviors by watching how those around us act.

So, our Positive Organizational Culture (iPhone) and Cognitive Behavioral Therapy (app) work together to create the ROP program... and an environment in which you can learn to change your thoughts, yo u r b e h a v i o r s and… your future.

To further explain what Positive Organizational Culture is, we’re borrowing words from another “system” you’re probably familiar with.

Positive Organizational CultureAt Rite of Passage, our culture is based on creating a safe environment that fosters trust, individual responsibility, mutual respect, understanding, achievement and learning. We call this our Positive Organizational Culture, and it means:

You will receive positive, constructive and helpful training and develop your problem-solving skills using proven, cognitive-based techniques to work through high-risk thoughts.

You will positively develop your natural talents, assets and decision making skills. Rite of Passage promotes Positive Youth Development by building on these strengths instead of focusing on weaknesses.

Rite of Passage provides you with an opportunity to have a positive high school experience – attend community events, study for exams and graduate with your diploma.

There is also an expectation that each student will positively contribute to her community through following the rules, developing skills and meeting treatment plan goals. In combination with the three things listed above, all of this works together to form a Positive Organizational Culture.

To understand the concept of “Positive Organizational Culture,” think about it like an iPhone. It provides a platform that allows a person to communicate with others, learn about current events and even set goals like getting back into shape or waking up early.

But, an iPhone isn’t very useful all by itself. Most times, you have to add “apps” in order for it to perform the tasks you want and need it to. By adding apps like Mail, Maps or iMovie, you can send/check your email, look up an address so you know how long it will take you to travel somewhere and even produce a short music video with your friends.

Cognitive Behavioral Therapy

iPhone’s iOS

App

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Positive Organizational

Culture



The Academic Model for Young Women

Rite of Passage, in its experience of successfully treating youth, has taken evidence-based practices and developed a powerful template for change. Take a look below to see what we are all about.

Developing and practicing skills through cognitive and social skill groups will help you replace negative behaviors and thoughts with positive ones. Other skills are developed through academics, health and wellness, vocational activities and therapeutic concepts.

Cognitive Behavioral Therapy focuses on modifying thoughts, feelings, and attitudes to change your behavior. Think of it this way – if two people can experience the same situation, but respond differently, it is not the situation that causes the behavior. Instead, it is the person’s thoughts that lead to a behavior.

To reach your goals, staff will engage you by highlighting your strengths and working with you to reduce your risky thoughts and behaviors. Staff will provide you with on-going feedback throughout the day. Through the use of appropriate tools and the development of positive relationships, you will graduate with your goals reached and ready to successfully return to your community.

The bottom of the pyramid is all about keeping you safe and developing relationships with caring adults. Staff are here to model pro-social skills and provide you with the opportunity to develop problem-solving skills. These are necessary for the development of healthy relationships. Only with this foundation can learning and change occur.

Individual treatment plans are created based on your needs and strengths, and guide you toward success. You will receive treatment to reduce your risk factors and develop the necessary skills to overcome past and current barriers. ROP creates an environment where you can test out your newly developed skills within the therapeutic, academic, vocational and athletic program elements. Once you have mastered a certain set of skills and reached the goals set in your Treatment Plan, new goals are established, creating a new vision and hope for you to build on.



Goal Attainment

Practicing Skills

Skill Development

Understanding of Needs & Strengths

Establishing Safety & Caring Relationships

Goal AttainmentAs you reach your treatment plan goals, you’ll set new goals and continue making positive changes in your life.

Practicing SkillsYou will practice your new skills in a normal high school environment where teachers, staff and your peers encourage and help you.

Skill DevelopmentThrough individual and group therapy, skill development groups, accredited education/vocational training and community/wellness activities, you will develop skills that prepare you to return home or transition into the community.

Understanding of Needs & StrengthsYour strengths and needs are determined through a comprehensive assessment process that results in your treatment plan.

Establishing Safety & Caring Relationships

The Academic Model begins with a foundation of safety made possible through caring relationships between staff and students. Only when you feel safe can you begin to learn.



Understanding How the Mission, Values and Norms Work Together in an Organization

Part I: Jasmine’s School

Jasmine is 15 years old; she has a younger brother whom she cares for when her father is gone. Her father is a truck driver who is often on the road, leaving Jasmine home alone with her brother for days at a time. Jasmine’s mother died about three years ago from a drug overdose. Her grandparents, who have been a large part of her life, recently moved back to Mexico.

Jasmine has a hard time getting up in the morning when her father is gone, but she knows that she has to get her brother up in enough time to eat breakfast and get ready for school. Like many of her friends, she is often late for school and typically misses her first period math class. When Jasmine is on time to school, her math teacher never says anything about her absences and he never says anything if she comes to class. Jasmine and her friends laugh about how the teacher probably doesn’t even know her name.

Jasmine likes seeing her friends at school; she feels like she can be herself and she doesn’t have to worry about anything or anyone in that moment. During lunch, she and her friends often go off campus, skip fifth period sometimes, and then get back in time for the last class of the day. She also likes playing on the volleyball team with many of her friends. She is a good athlete, and if she keeps a “D” average, she gets to practice and play with the team. Coach Weaver is friendly and wants everyone to love volleyball and have fun. As long as everyone

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tries their best, she says she is happy. The players on the team share a lot of laughs and have become pretty close friends.

The only thing Jasmine does not like about her school is that everyone drives really nice cars and wears expensive clothing. Most of the kids have a lot of money. Although Jasmine’s dad works hard, he does not have the money to buy Jasmine a car and lots of designer clothes. Sometimes Jasmine feels like people are judging her for not having money. She also knows that some of the students make fun of her for being Mexican.

At the beginning of Jasmine’s sophomore year, she got into trouble doing drugs with her friends on the volleyball team. She was arrested for possession on her way home from a party.

Use words and/or pictures to show the mission, values and norms at Jasmine’s school. What is the culture or “personality” of this organization?

Activity #1.4C:



Part II. Jasmine Changes Schools

After her arrest, Jasmine’s dad took an office job at the trucking company so he could stay home more often and keep an eye on Jasmine and her younger brother. Since the office was on the other side of town, they had to move to a new neighborhood. Jasmine and her brother had to go to a new school. Jasmine started attending Garfield High School.

At first, Jasmine was upset about changing schools and leaving her friends. When she entered Garfield on the first day of classes, a big banner hanging from the ceiling announced, “Learning is the key to success!” and there were pictures all around it of Garfield graduates who had good careers. Jasmine chuckled to herself about how stupid some of the people on the wall looked with their silly hairstyles and dated clothes from the 1990’s. She hoped the students were not as stupid as the people in the pictures.

As the day went on, Jasmine saw things she really liked, too. Most of the students walked to school or took the bus. Most importantly, Jasmine didn’t feel like people were judging her based on what she was wearing or the color of her skin. Everyone seemed to dress in regular clothes – nice but not really expensive. As she got to know the other

students, she learned that most had jobs after school to earn extra money.

Jasmine immediately joined the school newspaper staff at Garfield. Ms. Webb, the teacher/editor of the newspaper, had a very strict policy of showing up on time and meeting deadlines. She yelled at the staff a lot and insisted that they would not be on the team if they could not write interesting and polished articles to meet the publication date each week. “We are here to inform the school,” she shouted. “If you are not on board with that, leave now.”

Although Jasmine did not like the editor, she really wanted to write for the school newspaper and learn more about reporting. Like the other students, she worked hard. The competition to be chosen for the top story was tough. Everyone wanted their story on the first page of the school newspaper. No one joked around. Everyone took everything the editor said seriously, and no one seemed lazy or whiny. Surprisingly, no one complained about how many hours they put into their stories. Jasmine looked forward to getting to know the other students better and making new friends.



Jasmine was on time for her first period class now that her dad was home every morning to wake her and her brother up and take them to school. Jasmine loved her brother, but sometimes it was a lot to take care of herself and him.

After a few weeks, Jasmine started skipping her Social Studies class after lunch. The third time she missed class, the teacher called her father at work and expressed concern about Jasmine’s absences and her low grade. The next week, Jasmine’s math teacher called her dad to tell him that Jasmine was failing math. Angry and disappointed, Jasmine’s dad told her she would be grounded if she didn’t get her grades up. Her dad was really angry and told Jasmine he did not want to get another negative phone call from the teachers; he had enough to worry about. Jasmine felt like she couldn’t get away with anything.

The following week, the editor, Ms. Webb called Jasmine into her office after hearing that Jasmine had been drinking alcohol at a party. The editor was

angry that Jasmine was drinking, especially since she was underage and she could be expelled from school. She gave Jasmine a warning, and told her if she continued to jeopardize her work, she might as well quit the newspaper. Jasmine was shocked. When she shared this news with her classmates, they did not laugh about it with her or even feel sorry for her. In fact, they were disappointed that Jasmine had let them down. She was an excellent writer, and without her, they knew meeting all the deadlines with interesting articles would be difficult. “I can’t believe you did this,” said one classmate. “We’re not here to mess around.” Jasmine was surprised by her classmates’ reactions, she thought they would laugh and tell her not to worry about what her teacher or her dad said. Everything was so different at this new school.

Use words and/or pictures to show the mission, values and norms at Garfield High School. What is the culture or “personality” of this organization?

Activity #1.4D:



Think About It…

What are Jasmine’s goals?

What is the primary challenge Jasmine must overcome to reach her goals?

What is the mission of Garfield High School? How do you know what the mission is?

What are the values of the teachers, the students, and the Newspaper Editor, Ms. Webb? Again, how do you know what they value?

What are the norms at Garfield? (Remember, norms are ways people behave that are unwritten but still expected. They are often based on values.) How do you know what the norms are?

How is the culture at Garfield different from the culture at Jasmine’s first school?

Activity #1.4E:



The focus of our organization is you and your peers – so we organize our company around you. From a student’s view, the organizational structure of ROP probably looks like the graphic above. Label the graphic with your name in the center.

What are some of the tasks, responsibilities or rules you need to do or follow to succeed at Rite of Passage?

If you don’t know, who can you ask?

Every organization has a structure, a way of organizing tasks, responsibilities and establishing rules. Sometimes this organizational structure is easy to see. Walk into a movie theater and you notice employees are responsible for selling tickets. Others are selling snacks and soda. Another group is in charge of keeping the theater clean. Overseeing all of these employees are the manager and assistant manager.

As with all organizations, there is a hierarchy, or chain of command, with a supervisor who is responsible for making sure everyone is doing his or her job well.

Part 5

Organizational Structure

Direct Care Staff

Student Services

EducationDept.

Food and

Maintenance

Administration

Athletic Dept.

Activity #1.5A:

Whether you are trying to join a group, get hired by a company or work every day within an organization, knowing the structure of the organization is important. When you want to make something happen, you need to know who to talk to and who has the power to help you. Also, if you want to succeed within an organization, you need to make sure you know what your role is within the organizational structure, what you are responsible for and who you are required to answer to in the chain of command.

It is also important to learn how you can move up in the organizational structure to earn more responsibility, recognition, and possibly, more money.

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Student Phase System

The organizational structure helps you learn how to follow rules and instructions. The organization also helps define each student’s role and responsibilities while in the program, and provides instructions on how to progress through the program and earn more privileges. Of course, with more privileges, there are more responsibilities for you to uphold.

As with all organizations, success at ROP depends on your ability to:

Know your position

Follow instructions to fulfill the responsibilities of that position

Meet the expectations of your supervisor (which really means a staff member)

Demonstrate excellent behavior

Consistently show respect

Novice: This phase is for the student who has just begun the program; sometimes staff might refer to you as an “Orientation Student.” This phase is where you are beginning to learn the program philosophy, rules and expectations. You will also understand the risk factors on your treatment plan and establish goals. You will be introduced to skills to help you feel safe, the basic responsibilities of participating in school, treatment and other program elements, and the roles of various staff members who can assist and coach you throughout your progression in the program. You should make the most of your time in the “Orientation Phase” by working with the Therapeutic/Case Manager and Therapist to identify your treatment goals, risk factors and protective factors.

Intern: In this phase you have started taking a more active role in your personal change process. You’ve begun to exhibit basic levels of insight into your behavior and have begun to develop an understanding that emotions affect thinking,

and thinking affects personal behavior, however you continue to experience

some struggle with doing “the right thing.” You’re ready to look at the personal and family issues that have shaped your life. At the end of this phase, you might not engage in negative actions or be persuaded by negative peer pressure.



Novice Intern

Contributor

Leader/Mentor

Contributor: In this phase, you are starting to apply program skills and knowledge to show that you can consistently manage your own behaviors. You continually demonstrate problem solving and conflict resolution skills. You are a consistent role model and you coach other students to make “good” choices. You are a student who has developed a sense of empathy for the people you may have harmed and you have a strong sense of how behaviors impact those around you. Additionally, you can identify and utilize several safety tools or alternative behaviors to counter negative thoughts. You are able to develop and practice strong interpersonal skills with staff and peers. You are beginning to actively plan for returning to your community or home because a Contributor student is a healthy, strong, confident, young woman.Contributors are responsible for being leaders on campus, and as leaders, they are required to demonstrate excellent behavior and consistently show respect. They are responsible for encouraging other students to make better decisions about their own behavior, and they also act as program ambassadors for their school by giving tours and attending special events to represent ROP.

Leader/Mentor: During this phase, you recognize and reward your own growth and progress through role modeling, teaching others and rehearsing new skills with your family and in the community. You are actively planning and preparing yourself for your transition home or to the community. You can identify your cycle of reactivity and will use the skills you have learned to interrupt the cycle and avoid relapse, and lead a healthy, happy and successful life.

Leadership Qualities:Honesty

Communication

Commitment

Confidence

Positive Attitude



Proactive InterventionsIt’s ROP staff’s responsibility to communicate when high-risk behavior occurs. The Positive Organizational Culture program keeps you on the right track through staff and student collaboration. Proactive interventions are big words that basically mean there are different ways you can take action to involve yourself in a situation with the goal of helping yourself or a peer.

But remember, we always start at the lowest possible level of intervention! Our actions are always to help and never to hurt ourselves or someone else.

Rite of Passage’s program is meant to teach you how to interact with others, accept responsibility for your behavior, and exchange feedback with your peers and group living staff to practice communication and social skills.

Communication means talking and listening to people. It also means knowing how to ask questions. By using the right questions in a particular situation, you can improve your communication skills. For example, you can gather better information and learn more, you can build stronger relationships, manage people more effectively and even help others to learn.

Communication

1. Decide what you’d like to know more about.

2. Decide who to ask.

3 Think about different ways to ask your question and pick one way.

4. Pick the right time and place to ask your question.

5. Ask your question.

=_____________________

1. Look at the person who is talking.

2. Think about what is being said.

3. Wait your turn to talk.

4. Do not interrupt.

5. Nod to make sure the person knows you heard what they said.

=_________________________

Activity #1.5B:

Social Skill FocusAsking a Question & Listening are two communication skills that can help you improve your relationships with your family, teachers, coaches, friends, peers… just about everyone! We have listed the five steps to complete each skill, below. In the blank spaces, label whether the five-step process is describing Asking a Question or Listening.



Proactive Levels of Intervention ExamplesStaff Only

Nonverbal Helpful is a helpful gesture or facial expression designed to stop the problem at the onset. Staff identify the area of concern and address it in an effective nonverbal intervention. It is a polite, respectful way of redirecting a student’s behavior.

A teacher motioning that you should not be talking and distracting other students during classroom instruction.

Verbal Helpful is a verbal question or statement prompting the student to change a behavior. It is a polite, respectful verbal redirection that can be phrased in a “yes or no” question or a simple statement.

A teacher stating that you should not be talking and distracting other students during classroom instruction.

Verbal Concerned is a verbal inquiry asking if the student does not understand what is being asked of her. The student is given the opportunity to reflect and explain.

“Do you understand what I am asking you to do?”

Support is when staff ask the student if she needs a moment to reflect on her own and encourage her to make a positive choice about her behavior(s).

“Would you like to reflect for a moment in another setting?”

Refocus is the final level of intervention. The student has not accepted any of the nonverbal interventions or verbal interventions. The staff makes the choice as to the degree of the continuing intervention and which staff will participate in the intervention, which may include placement in Refocus.

Individual and prescriptive Refocus assignments will be given based on the level the student needs.

De-Escalation Team will be utilized to support behavioral and emotional stabilization for the student.

Staff will support, guide and coach the student toward stabilization.

Intervention Call

When a student becomes escalated and creates an unsafe or potentially unsafe situation, an intervention call will be made to help defuse the situation. At any time during the Proactive Intervention process, a staff member can place an intervention call if a student is creating an unsafe situation or if staff need immediate assistance in redirecting a student.



In every organization, people need to get together to address important issues and support one another to achieve a common goal. For example, in a company, the manager may organize a meeting of the staff to review and prepare for the week’s goals.

In another organization, such as a church, members may want to build an activity hall for events after church services, but a problem exists when they do not have the money to pay for a new building, requiring them to brainstorm ideas as a group and solve the problem together.

All of these important issues are dealt with through meetings where people discuss the challenge or goal, share their ideas and opinions, and develop a plan together. Meetings are an important part of effective organizations and they are a daily activity at ROP (Positive Skill Development Groups, Team Meetings, POC Groups, etc.)

Meetings

Important decisions are made at meetings in all organizations.

Identify the meetings that you have attended since you came to ROP.

Treatment planning meeting Team meeting

Education planning meeting Positive Skill Development

Community group meeting Club/Extracurricular meeting

Activity #1.5C:

Circle the meeting that you think was the most valuable. Then, in the space below, write down what you remember most from that meeting, and what you learned that will help you during your time at ROP or after you leave the program.

What I remember:

What I learned:

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Introduction of Skill Groups

Social Skills Focus:Getting Along With Others

1. Listen to what is being said when another person talks to you.

2. Say something positive if you agree with what the person said. If you don’t agree, say something that won’t cause an argument. Use a calm tone of voice.

3. Show interest in what the other person has to say. Try to understand his or her point of view.

An important part of the Rite of Passage program is learning and rehearsing positive social skills that will help you reflect on your thoughts and change your behaviors. The skill groups are a time when you can use cognitive-based skills to process treatment issues and learn new patterns of behavior that will reduce your risk factors.

There are three different skill groups at ROP. While each goal is different, all of these groups

To help you get ready for a skill group, think about the ways you can become a better listener. Check three of the ideas below that can help you.

Don’t Interrupt

Ask questions to clarify certain points

Be opened to new ideas

Make eye contact with the speaker

Stay present and focused

Nod occasionally

Activity #1.5D:

are structured to help you learn a new skill, process negative or high-risk behavior, and identify where your behavior needs adjustment.

Through these different groups, you will talk about problems, challenges or goals you have had over the past few days, identify a social skill that will help you replace the old, undesirable behavior, then practice role playing the skill in the group.

The problem with being a hermit crab Is that I lack social skills...

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Each of these groups has an important purpose. They are designed to help students get the correct “dosage” (or amount) of cognitive-based treatment. Research supports the idea that the proper dosage of treatment is an important factor in keeping at-risk youth out of trouble, which is exactly the reason we are doing all of this.

Community Group Meetings Goal: To process issues, behaviors and actions within the living group that are opposite of Positive Organizational Culture.

Format: Staff direct the Community Group meeting, which may be conducted during the scheduled Skill Development Group time, or any time there is a living group issue that needs to be addressed. The Community Group will always teach and reinforce a skill, and may use the Thinking Report Steps.

Examples of when a Community Group may be held include: when contraband is found in the program, after a fight or assault, or after a theft.

Team Meetings Goal: To discuss behavior and work to acquire and practice a new skill or strategy to use to resolve future issues or challenges, or to recognize positive behaviors and staff/student successes.

Format: Staff direct the Team Meeting to give students the opportunity for self-reflection while reinforcing positive values and behaviors.

Examples of a Team Meeting include: end-of-the-day review, celebrating positive behaviors, not following pro-social behavior requirements, or notifications about upcoming events or changes to the daily schedule (see bottom of page 29 for more detail).

Positive Skill Development Groups (PSD Groups) Goal: Staff shall have an established, pre-set agenda to address specific cognitive behavioral skills including social skills, thinking skills, conflict resolution, problem-solving skills or moral reasoning.

Format: Staff direct the PSD Group. Each student role-plays a chosen scenario based on the skill of the day. Homework will be assigned to support the skill development training.

Examples of a PSD Group include: Accepting Criticism, Using Self-Control, Responding to Persuasion, and Aftercare Planning.

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Every person in an organization likes to be recognized. In the military, soldiers receive medals for showing courage. In the workplace, people often receive awards for doing a good job, and they hang these awards on the wall for others to see.

Recognition may keep us going when our motivation is low, and it shows that other people appreciate what we do.

At Rite of Passage, we reinforce our students for the good things they do. The purpose of reinforcement is to increase specific behaviors, and we do this by providing something meaningful to you (like more privileges).

In addition, Rite of Passage uses Team Meetings to recognize staff and student successes and to show appreciation. A Team Meeting is a time to celebrate the good things students and staff do. It is also a safe time to get something off your chest, receive positive feedback from your peers and discuss how well you are doing on meeting your treatment goals.

Team Meetings help everyone stay motivated and work as a team. This process takes place at the end of the day and includes information about upcoming events or scheduled activities.

Recognition

Recognition, positive reinforcement and rewards work far better to change behavior than negative reinforcement and punishment. This is why we have several different ways to recognize and reward students:

Material objects (such as different clothing, makeup, certificates, etc.) that are received for positive behavior.

Reinforcing activity (field trip, movie, etc.) that is enjoyable.

Social reinforcement includes praise, attention, Student of the Week, etc.

Team Meeting Topics• General information regarding living unit

• Weekly schedule of events

• Projects and responsibilities

• Birthdays (students and staff)

• Moment of silence for solemn occasions

• Progress in meeting treatment goals

Areas of Recognition• Education

• Contributors Council (status progression)

• Athletic accomplishments

• Vocational Training

• Behavioral accomplishments (Force Field)

• Individual growth (e.g., denouncing gang)

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Good organizations evaluate the work they do and evaluate the work of the people in the organization. A company may have customers complete a customer survey to make sure the customers are happy. A salesperson at a store may receive a written evaluation from her boss that explains what she does well and what she needs to improve. A boss may even ask employees to complete a survey to help her see if she is doing a good job.

Rite of Passage uses a “Force Field Analysis” to help you see how well you are doing in the program and to help you make better choices about your behavior.

Evaluation

How Do Force Fields Work? Staff record and review student behavior according to the scale below and then provide each student with a daily and weekly force field. The force field gives the student a weekly evaluation and helps the student see her progress. Student behavior is evaluated and assigned a green, yellow or red force field:

Green Force Field is a positive evaluation. The student is doing well. Student consistently demonstrates pro-social skills in all aspects of the program and is meeting goals in her Treatment Plan.

Yellow Force Field is a neutral evaluation. The student is demonstrating pro-social skills in some aspects of the program and meeting some goals in her Treatment Plan.

Red Force Field is a negative evaluation. The student does not consistently demonstrate pro-social skills and is not consistently meeting goals on her Treatment Plan.

Some ROP programs provide daily, weekly and monthly rewards depending on your force field. Remember, earning a green force field every day would be fantastic, but sometimes it’s okay to get a yellow or red force field day, too.

When you get a yellow or red, you should take a few minutes to reflect on what you could change in the future. Change is about moving forward, and reflecting on the past – but not getting stuck there.



What is your force field this week? What behaviors have you demonstrated to earn that force field?

Activity #1.5E:



Everyone is different. We don’t all fit into a single mold – nor would we ever want to. By saying these differences are good, and that we value them, means we go far beyond the obvious differences like what we look like or how we dress. Tolerance of others and valuing diversity is a social skill we learn at Rite of Passage. This means we respect different viewpoints, experiences and ideas from other people of different ages, gender, race, sexual orientation, ethnicity and culture.

We nod our head up and down to mean “yes” in the United States, but did you know that in countries halfway around the world like Bulgaria and Greece, this gesture means “no”? Did you know that wedding

Valuing Diversity and Tolerance of Others

It’s a good practice to listen to the life experiences and values of others. Remember, you cannot judge because you have not walked in their shoes.

What are some similarities and differences between yourself and your peers?

Similarities

Differences

What can you learn from the differences?

Activity #1.5F:

dresses in China are typically red? While white is the color traditionally worn by brides in the United States, in China it is the color of mourning.

There is no “right” or “wrong” in any of these examples. They are merely differences that are just as valid whether you live here in the United States or in Greece.

As you can see, an important way to respect differences is to listen for more than words. Listen to ideas, viewpoints and experiences. Realize that different gestures can mean different things. Above all, have true respect for other individuals.



Martin Luther KingIn the 1950s and 1960s, Martin Luther King Jr. became one of the most important figures of the civil rights movement in the United States.

He began to think that African Americans could borrow upon the experiences and perspectives from India to gain civil rights and freedom here in United States. He looked toward the teachings of Gandhi, who was a major political and spiritual leader of India and the Indian Independence Movement.

Dr. King went to India and met with Gandhi’s family. He later said, “Since being in India, I am more convinced than ever before that the method of nonviolent resistance is the most potent weapon available to oppressed people in their struggle for justice and human dignity.” Dr. King embraced this nonviolent resistance teaching from another country – and inspired citizens from this one.

Once you learn to respect and value diversity, you can help others in the Rite of Passage program do the same. As you progress to your Contributor status, you can help other students understand and value diversity. Support differences at ROP by confronting negative stereotypes, correcting false statements and engaging people from different cultures.

You will encounter diversity wherever you go, so learn how to communicate and draw strength from diversity while you are in the program.

Today you are a student, but you will soon be joining a workforce that is changing and becoming more and more diverse. Together, women and minorities make up 60% of the total workforce in the United States. As a member of the US workforce, you will also be a member of the larger, global economy. A global economy means that we are dependent on other parts of the world. We buy from the world, sell to the world and many of you will work for international companies.

Because we are a world made up of diverse populations and groups, our future depends on our ability to talk with one another, reach mutual understanding and realize that there is strength in diversity.

Understanding, respecting and valuing diversity will give you the leg-up when you are ready to compete, thrive and lead in this global economy.

The more culturally diverse situations you are in and the more you know about other cultures and their people, the better you become at recognizing similarities – and bridging differences.

Diversity in the Workplace



“I’ve come to believe that each of us has a personal calling that’s as unique as a fingerprint – and that the best way to succeed is to discover what you love and then find a way to offer it to others in the form of service, working hard, and also allowing the energy of the universe to lead you.”

- Oprah Winfrey

“Our diversity is our strength. What a dull and pointless life it would be if everyone was the same.”

- Angelina Jolie

“We may have different religions, different languages, different colored skin, but we all belong to one human race.”

- Kofi Annan

“The question isn’t who’s going to let me: it’s who’s going to stop me.”

- Ayne Rand

“ You see, our glorious diversity - our diversity of faiths, and colors and creeds - that is not a threat to who we are, it makes us who we are.”

- Michelle Obama

Check the quote below that you like the best. Write one to two sentences about why you chose that quote.

Activity #1.5G:

“We have to refresh our own perception of how we view ourselves.”

- Beyoncé

“We believe that equal means equal, and that’s true in the workplace, it’s true every place.”

- Elizabeth Warren

D D

D

Cognitive Behavioral Therapy (CBT) is a way of treating people that looks at changing thoughts in order to solve emotional and behavior issues. Our CBT programs include Thinking for a Change and Aggression Replacement Training.

Culture the combination of characteristic features (including social practices, arts, beliefs) of everyday life shared by people in a particular place or time.

Diversity the condition of having or being composed of different elements: the inclusion of different types of people (such as people of different races or cultures) in a group or organization.

Formal Status is an organizational structure at Rite of Passage. Formal Status is simply a structure that defines each student’s role and responsibilities while at ROP.

Nonnegotiable means that you cannot change something. Rules are something that are nonnegotiable.

Norms are the observed behavior of a group. A norm is what most people do in a group.

Organization is a group of people who have the same goal. Examples of organizations include businesses, family, government, religious groups, charities, high schools and Rite of Passage.

Rules are the prescribed guide for conduct or action. Rules can often be different from norms. A rule may be a speed limit of 25 miles per hour. The norm, however, is traveling at 30 miles per hour. ROP manages programs through a careful balance between both norms and rules. With norms, we manage through the informal observed behaviors of students and staff. With rules, we manage through the formal network of our organization, policies and operating manuals.

Values are the qualities and attributes for which an individual or organization reaches for. Values can determine the success or failure of an individual in society. When values transgress the law of society, they are seen as negative.

Concepts & Definitions


Appendix C

DIVERSITY & INCLUSIONTRAINING ON LESBIAN, GAY, BISEXUAL, TRANSGENDER, QUESTIONING & INTERSEX INCLUSION

Developed for Rite of Passage Staff Education

RITE OF PASSAGE MISSION SUPPORTS INCLUSION & DIVERSITY

Mission = Improving the Lives of Youth

All Youth – not just gender conforming or heterosexual youth

Our programs draw from all segments of society

We celebrate diversity in all its forms

We believe in equal opportunity for everyone and strive to make that a

reality

We understand that having diverse backgrounds, opinions & views

enriches all of our experiences and lives

OBJECTIVES

Define concepts and terminology related to LGBTQI to increase

awareness and understanding

Understand workplace and programmatic policies and expectations

regarding LGBTQI non-discrimination

Explore attitudes and consider experiences of others

Understand workplace professional communication

NON-DISCRIMINATION

This training does not aim to change anyone’s religious beliefs or

personal values

This training does emphasize that Rite of Passage’s policy regarding

nondiscrimination extend to LGBTQI employees and students

Beliefs regarding a particular sexual orientation or gender identity

cannot be imposed on employees or students

However, objections to a particular sexual orientation or gender identity

may not be acted upon at the workplace

Employees may not violate non-discrimination law or policy

KEEPING ALL STUDENTS SAFE

Improving the lives of youth is

our mission

We can’t accomplish that

mission without ensuring every

student in our care feels safe

Physically and emotionally safe

'More' #SchoolSafety

for LGBT* kids

DoeSN't mean

that there is 1LESS1 SIFEtY

for everyone else ....

It's not

PE @Amanda Klinger www.okToSa Oueer.Tumblr.com

TOLERATING IS NOT ENOUGH

Move from “tolerating” to “accepting and affirming”

Change the culture to therapeutically treat all youth

Over 20% of youth in confinement or residential care struggle with some

issue of sexual orientation or gender identity

Asking at intake is not enough

TERMINOLOGY

Not every member of the LGBTQI community identifies with or relates

to these terms in the same way

Like most communities the LGBTQI community is very diverse

Factors including age, class, race, country of origin, culture & religion

influence and impact the way people choose to self-identify and/or be

open about their identity

Seeking to explain and understand commonly used terminology is not

meant for the purpose of “labeling”

SEXUAL ORIENTATION TERMINOLOGY

Refers to a person’s emotional or physical attraction to the same and/or

opposite sex

Categories include:

Heterosexual – attracted to people of the opposite sex, sometimes

referred to as “straight”

Homosexual – attracted to people of the same sex, sometimes referred

to as gay men or lesbian women

Bisexual – attracted to people of both sexes

SEXUAL ORIENTATION TERMINOLOGY

Lesbian – a homosexual woman, emotionally, romantically and

sexually attracted to other women

Gay – a homosexual man, emotionally, romantically and sexually

attracted to other men

Sometimes used as a “catch all term” to refer to lesbians and bisexuals

as well

GENDER IDENTITY & EXPRESSION TERMINOLOGY

Gender Identity - refers to a person’s inner concept of self as being a

man or woman, both, neither or something else

Gender expression - refers to how one presents him or herself in

society as a man or woman, including how one dresses and acts

GENDER IDENTITY & EXPRESSION TERMINOLOGY

Transgender: an umbrella term that refers to a person whose gender

identity or expression are different than the gender identity or expression

usually associated with his or her sex

Transgender Male – a person labeled as female at birth but whose

authentic sense of gender is male

Transgender Female – a person labeled as male at birth but whose

authentic sense of gender is female

TERMINOLOGY

Questioning - A person who is in the process of questioning or analyzing

their sexual orientation and/or gender identity and/or gender expression

Queer

An umbrella term representative of the vast matrix of identities outside of

the gender normative and heterosexual or monogamous majority

Some in the LGBTQI community prefer this term – feeling that gender is

fluid

Some still find it offensive since it was previously used as a derogative

term

TERMINOLOGY

Intersex - A person whose sexual or reproductive anatomy or

chromosomal pattern does not seem to fit conventional definitions of

male or female anatomy or genetics

May include individuals with both male and female reproductive organs

Some intersexuals consider themselves transgender and some do not

The older term, hermaphrodite, is considered by many to be offensive

TERMINOLOGY

Transphobia – fear, hatred, discrimination and violence against

transgender individuals

Coming out – the personal process of accepting and informing others

that one is lesbian, gay, bisexual and/or transgender

Closeted or In the Closet – the state of secrecy or cautious privacy

regarding one’s sexual orientation or gender identity

Outing – telling people that someone else is LGBT without that person’s

permission

TERMINOLOGY

Ally – a person who openly supports the equal treatment and full human

rights of LGBTQI people

LGBTQI – an acronym that stands for lesbian, gay, bisexual, transgender,

questioning/queer, intersex

Cisgender – a person whose gender identity is aligned to what they

were designated at birth, based on their physical sex characteristics

TERMINOLOGY

Gender Identity Disorder – series of 3 diagnosis publishes in DSM,

referring to gender non-conforming identities

Gender Non-Conforming – gender expression or identity that is outside

or beyond a specific culture or society’s gender expectations

Individuals may not identify as transgender, but do not conform to

traditional gender norms

GENDER DIVERSITY CRASH COURSE VIDEO

TERMINOLOGY QUIZ

Select the correct word to complete the definition:

_________________ refers to homosexual men, but is sometimes used to refer to lesbians and bisexual people as well.

A. Sexual orientation

B. Gender identity

C. Transgender

D. Gay

TERMINOLOGY QUIZ

Answer:

Gay refers to homosexual men, but is sometimes used to refer to lesbians and bisexual people as well.


B. Gender identity

C. Transgender

D. Gay

TERMINOLOGY QUIZ


_________________ refers to a person’s inner concept of self as being a man or woman.


B. Gender identity

C. Transgender

D. Gay

TERMINOLOGY QUIZ

Answer:

Gender identity refers to a person’s inner concept of self as being a man or woman.


B. Gender identity

C. Transgender

D. Gay

TERMINOLOGY QUIZ


_________________ refers to a person labeled as female at birth but whose authentic sense of gender is male

A. Transgender male

B. Transgender female

C. Lesbian

D. Gay

TERMINOLOGY QUIZ

Answer:

Transgender male refers to a person labeled as female at birth but whose authentic sense of gender is male

A. Transgender male

B. Transgender female

C. Lesbian

D. Gay

TERMINOLOGY QUIZ


_________________ refers to a person’s emotional, romantic and sexual attraction to people of a particular sex.

A. Gender identity

B. Gender expression

C. Sexual orientation

D. Gay

TERMINOLOGY QUIZ

Answer:

Sexual orientation refers to a person’s emotional, romantic and sexual attraction to people of a particular sex.

A. Gender identity

B. Gender expression

C. Sexual orientation

D. Gay

LGBTQI CONSIDERATIONS

LGBTQI students face unique challenges in confinement and residential programs:

Feel compelled to hide true sexual orientation or gender identity

Fear they may not be accepted and/or may not be protected if they “come out”

Overhearing jokes, comments or threats from others

Higher rate of suicide attempts and higher rate of sexual victimization

CREATING AN INCLUSIVE ENVIRONMENT

Promotes student and staff safety

Decreases incidents

Promotes shared values of inclusiveness and celebrating differences

Teaches respect and acceptance

GUIDANCE ON EMPLOYEE BEHAVIOR

The following are considered offensive and inappropriate:

Telling jokes or allowing other students to tell jokes about or mock

physical attributes, behaviors, mannerisms or voices of LGBTQI people

Asking questions about private matters of LGBTQI people if you

wouldn’t ask those same questions of straight people

Questioning the authenticity of a person who tells you he/she identifies

as LGBTQI

Using terms or allowing other students to use terms related to LGBTQI

community in a derogatory manner


The following are considered appropriate ways to promote inclusion:

Educate yourself on LGBTQI issues, especially as they pertain to our

students

Respect the privacy of LGBTQI students – maintain confidentiality as

much as possible if asked

Learn and use appropriate terminology to describe and refer to the

LGBTQI community


The following are considered appropriate ways to promote inclusion:

Use gender neutral language when possible

Ask the person their preferred “pronouns”

He/his

She/hers

Them/theirs

GENDER NON-CONFORMING YOUTH DISCRIMINATION

Gender nonconforming people face shockingly high rates of violence and discrimination

Youth (K-12) expressing gender non-conformity

78% experienced harassment

35% experienced physical assault

12% experienced sexual violence

80% don’t feel safe at school

LGBTQI DISCRIMINATION

For youth of color anti-LGBTQI discrimination is often compounded

with institutional racism

This propels school pushout and the school-to-prison pipeline

LGBTQI people are not fully protected from discrimination by statewide

laws in 31 states

Trending against LGBTQI community with the new government

administration

Society’s rigid gender rules create danger for people who do not

conform, rather than celebrating that each of us in unique

FROM “7 THINGS GENDERQUEER PEOPLE WANT YOU TO KNOW”

“Above all, be aware of the privilege that being cisgender gives you. Be conscious of the fact that you don't deal

with the disorienting experience of being misgendered on a daily basis, since the way you present or the body

you were born with aligns with the gender you identify as. Keep in mind the way genderqueer people constantly

have to fight to be heard, and to be acknowledged and validated by those around them (when so much of

people's language and ignorance effectively erases gender non-conforming individuals). Reflect on the way

shopping is relatively simple for you, with clothes made for your body and without fellow shoppers staring at

you as you venture into the men's or women's department. And remember that stepping out of your house

everyday doesn't pose incredible risks to your safety for the simple reasons that you are who you are and

you're wearing what you want. By understanding these privileges, you can better understand what it's like to

live life as a non-binary person, and the ways in which you can help by being an effective and compassionate

ally. We're not asking you to completely understand the ins and outs of our identity, or know every piece of

lingo regarding gender non-conforming identities. Just validate our existence by acknowledging our

right to be here and to be seen as we are.”

https://www.bustle.com/articles/122442-10-signs-you-have-white-privilege-according-to-someone-who-has-it

VIDEO: UNDERSTANDING SEXUAL ORIENTATION AND GENDER

IDENTITIES BY TEEN LINE

https://www.youtube.com/watch?v=oIDKLt0cj-c

Watch video to hear teens speak about their experiences being LGBTQI


POLICY QUIZ

In my official capacity as a Rite of Passage employee, it is permissible for me

to treat LGBTQI students or staff differently than others because of my

personal or religious views.

A. True

B. False

POLICY QUIZ

In my official capacity as a Rite of Passage employee, it is permissible for me

to treat LGBTQI students or staff differently than others because of my

personal or religious views.

A. True

B. False

POLICY QUIZ

Lately you’ve heard rumors that a student who seems to be gender non-conforming is being teased by other students. What do you do?

A. Talk to the gender non-conforming student about trying to fit in better

B. Hold a Community Group Meeting to talk to all students about getting along

C. Report it to your supervisor to determine the most comprehensive course of action to ensure protection for the gender non-conforming student from violence, discrimination, humiliation and insecurity

POLICY QUIZ

Lately you’ve heard rumors that a student who seems to be gender non-conforming is being teased by other students. What do you do?

A. Talk to the gender non-conforming student about trying to fit it better

B. Hold a Community Group Meeting to talk to all students about getting along better

C. Report it to your supervisor to determine the most comprehensive course of action to ensure protection for the gender non-conforming student from violence, discrimination, humiliation and insecurity

HOW TO CHANGE THE ENVIRONMENT

www.Illinoissafeschools.org (Illinois Safe Schools Alliance) survey tool

Used to find out about staff and students attitudes

Staff were more discriminatory in their views

Students were more accepting of LGBTQI peers

Other students were upset when a peer is bullied about LGBTQI issues and

staff do not intervene

http://www.illinoissafeschools.org/

LGBTQI CONSIDERATIONS

Dress code policies

Pronouns used

Privilege system – more accepting of gender non-conforming

Review Student Handbooks for inclusiveness

Culture that creates inclusion not segregation

Policies and culture that address comments, bullying and harassment

RESOURCES FOR CREATING A MORE INCLUSIVE ENVIRONMENT

www.cwla.org Transforming Mainstream Environments for LGBTQ

Youth in Residential Group Care Weekly, Winter 2007 edition

www.lambdalegal.org Partnership with CWLA, Toolkit “Getting Down to

Basics”

www.ourtruecolors.org True Colors, Inc. Sexual Minority Youth and

Family Services Resources Guide “Assessment Tools:

Agency/School/Organization”

http://www.cwla.org/

http://www.lambdalegal.org/

http://www.ourtruecolors.org/

PREA STANDARDS FOR VULNERABLE POPULATIONS

In making housing and programming assignments for more

vulnerable students, staff will make decisions on a case-by-case

basis that ensures health and safety

LGBTQI students may not be placed in a particular dorm/wing/

room based solely on sexual status nor may programs use LGBTI

status as an indicator of student likely being sexually abusive

PS 115.342

LGBTQI CHILDREN ARE AT INCREASED RISK OF

Homophobia

Hate crimes

Running Away

Homelessness

Suicide

Understand your role in protecting these students

HOW TO CONDUCT MEANINGFUL SCREENING

What is your gender?

What was your sex at birth?

What is your gender expression?

What is your sexual orientation?

Who are you attracted to?

For the interviewer: Does the person’s gender expression match the cultural and societal expectations for that gender?

https://www.prearesourcecenter.org/training-and-technical-assistance/webinars/2824/asking-adults-and-juveniles-

about-their-sexual

This course is a great resource for those who conduct intake screening

https://www.prearesourcecenter.org/training-and-technical-assistance/webinars/2824/asking-adults-and-juveniles-about-their-sexual

Communicate Effectively and Professionally

Policies against homophobic remarks

Enforce policies swiftly and consistently

Include respect for others, sexual

orientation & gender identity as part of

orientation and as part of any human

development classes

Same sex interests may present a

challenge when a couple may be in the

same dorm and there is a need to

separate

Special consideration should be given

to the safety of LGBTQI children

Use gender identifiers as the youth

indicates

Use gender neutral language (ex: youth

or student instead of girlfriend or

boyfriend)

Avoid judging

Be sensitive in responding to same sex

partnerships

PS 115.331

PROTECTING GENDER NON-CONFORMING STUDENTS

QUIZ

If a Gender Non-Conforming Student will not Disclose

their Birth Gender, it is acceptable to search them to

determine genital status so the Program can accurately

know their gender.

A. True

B. False

C. True, but only by a medical professional

QUIZ

If a Gender Non-Conforming Student will not Disclose

their Birth Gender, it is acceptable to search them to

determine genital status so the Program can accurately

know their gender.

A. True

B. False

C. True, but only by a medical professional

Transgender or gender non-conforming students may NOT be

searched for the sole purpose of determining genital status.

PREA STANDARDS FOR LGBTQI MORE VULNERABLE

POPULATIONS

Placement and programming assignments must be reviewed

at least twice annually and consider any threats to safety

experienced by the student

LGBTQI students’ own views regarding his/her safety will

be given serious considerations

Transgender and intersex students will be given the

opportunity to shower separately from other students

PS 115.342

ADDITIONAL TRAINING FOR PREA COMPLIANCE

Courses for PREA Training LGBTQI Considerations prearesourcecenter.org:

Cross Gender Supervision and Legal Liability http://www.prearesourcecenter.org/training-and-technical-assistance/webinars/2370/cross-gender-supervision-and-legal-liability

Responding to Sexual Abuse of Youth in Custody: Addressing the Needs of Boys, Girls and Gender Non-Conforming Youth http://www.prearesourcecenter.org/training-and-technical-assistance/webinars/1468/responding-to-sexual-abuse-of-youth-in-custody-addre

Asking Adults and Juveniles About their Sexual Orientation; Practical Considerations for PREA Screening Standards http://www.prearesourcecenter.org/training-and-technical-assistance/webinars/2824/asking-adults-and-juveniles-about-their-sexual-orien

Understanding LGBTI Inmates and Residents http://www.prearesourcecenter.org/training-and-technical-assistance/webinars/2670/understanding-lgbti-inmates-and-residents

http://www.prearesourcecenter.org/training-and-technical-assistance/webinars/2370/cross-gender-supervision-and-legal-liability

http://www.prearesourcecenter.org/training-and-technical-assistance/webinars/1468/responding-to-sexual-abuse-of-youth-in-custody-addre

http://www.prearesourcecenter.org/training-and-technical-assistance/webinars/2824/asking-adults-and-juveniles-about-their-sexual-orien

http://www.prearesourcecenter.org/training-and-technical-assistance/webinars/2670/understanding-lgbti-inmates-and-residents

RESOURCES FOR ADDITIONAL TRAINING

Course through NIC:

Respectful Communication with LGBTQI Youth -This course will provide you with strategies for communicating effectively and professionally with all youth, with a specific focus on LGBTQI youth. Estimated duration: 1 hour, https://nic.learn.com/learncenter.asp?sessionid=3-B8A7EC89-0A54-4AD0-B7E9-F45171B7999E&DCT=1&id=178409&page=75

YoutubeVideos:

Safety, dignity and respect for LGBTQ youth in the justice system: Mykel Selph at #Connection2015 (15 minutes video)https://www.youtube.com/watch?v=uGczpr-A_x4

Making Residential Treatment Safer for LGBTQ Youth presented by The Center For Study on Social Policy, Speaker Mary Ann Berg from Indian Oaks Academy (45 minute recorded webinar)https://www.youtube.com/watch?v=wXP_fEVRsrw

LGBTQ: Understanding Sexual Orientation and Gender Identities by Teen Line (15 minutes) –Video spoken from teen’s perspectivehttps://www.youtube.com/watch?v=oIDKLt0cj-c

Gender Diversity Crash Course: https://trans101.org.au/

https://nic.learn.com/learncenter.asp?sessionid=3-B8A7EC89-0A54-4AD0-B7E9-F45171B7999E&DCT=1&id=178409&page=75

https://www.youtube.com/watch?v=uGczpr-A_x4

https://www.youtube.com/watch?v=wXP_fEVRsrw


https://trans101.org.au/

REFERENCES

“7 Things Genderqueer People Want You to Know”, https://www.bustle.com/articles/124009-7-things-genderqueer-people-want-you-to-know

“Introductory Training on LGBT Inclusion”, https://hru.gov/Documents/Ambassadors/Introductory_Training_on_LGBT_inclusion_in_the_Federal_Government3.pdf

“Trans, Genderqueer and Queer Terms Glossary”, https://lgbt.wisc.edu/documents/Trans_and_queer_glossary.pdf

Separation & Stigma: Transgender Youth in Schools & Facilities, http://lgbtmap.org/file/transgender-youth-school.pdf

https://www.bustle.com/articles/124009-7-things-genderqueer-people-want-you-to-know

https://hru.gov/Documents/Ambassadors/Introductory_Training_on_LGBT_inclusion_in_the_Federal_Government3.pdf

https://lgbt.wisc.edu/documents/Trans_and_queer_glossary.pdf

http://lgbtmap.org/file/transgender-youth-school.pdf

QUESTIONS?

Appendix D

Manual del Estudiante

nc. Derecho al Paso

Academia JoAnn Bridges

JOANN BRIDGES ACADEMY Student Handbook Pagina 1 Abril 13, 2017

TABLA DE CONTENIDO

Bienvenido a Derecho de Paso 3

Declaración de Misión 5

Programación de Reacción Femenino 5

Diversidad Cultural Espiritual 6

Grupos 6

Servicios para el Abuso de Drogas 6

Formación Integrada, Nutrición y Educación para la Salud 6

Justicia Comunitaria de Restauración 6

Involucramiento del Personal 6

Derechos y Privilegios de los Estudiantes 7

Quejas de los Estudiantes 8

Elaboración de Cartas 9

Llamadas telefónicas 13

Procedimientos para Visitas 14

Reglas y Regulaciones 15

Logros del Proyecto 19

Servicios Religiosos 20

Adaptabilidad Física 20

Cuidados Médicos y Dental 21

Pases de casa de transición 21


Contrabando 22

Registros 23

Debido Proceso 24

Código de Conducta 25

Tiempo de Retiro o Descanso 28

Programa de Reenfoque 28

Curriculum de Estatus del Estudiante y Aprendizaje 33

Esenciales del Contribuidor 35

Horarios Diarios 37

Transmisión 38

Programa Diurno 39

Programa Nocturno 40

Procedimientos de Lavandería 40

Código de Higiene y Vestuario 41

Política para Televisión 45

Comunicación Estudiantil 46

Círculos de Liderazgo 48

Reconocimiento 55


Propósito del Manual: A fin de comprender sus derechos, lo que se espera y como progresar a través del programa.

De parte del personal y los estudiantes en Derecho al Paso, congratulaciones por haber sido aceptado en nuestro programa. JoAnn Bridges esta modelado como academia ya que creemos que usted lograra su total potencial dentro de un ambiente académico. Como todas las academias, se espera que los estudiantes se gradúen. Para usted esto significa que su estadía no se basa en el tiempo. Sino, la graduación llega a través de los logros. Sus logros se basan en las metas que se fijan con su Gerente Terapéutico, Oficial de Probación/Trabajador de Caso, sus guardianes y usted. El progreso hacia estas metas se revisan mensualmente. Si usted decide unirse a los miles de graduados de ROP (Derecho al Paso) quienes se aprovecharon de la oportunidad de ser exitoso, debe desarrollar los siguientes hábitos:

• Enfocarse en completar sus metas, no en el tiempo que se toma en completarlas.

• Ser honesto consigo mismo y fijar metas realistas que usted puede cumplir.

• Véase a si mismo como estudiante, crezca para salir de cualquier imagen negativo de si mismo.

• Tomar ventaja completa de las oportunidades que se ofrecen aquí.

• Tome parte en desarrollar y completar un plan de graduación en que usted cree.

La Academia JoAnn Bridges es un programa residencial para estudiantes adolescentes femeninos.

Una copia del "Manual Estudiantil" es puesta a su disposición en el momento de su ingreso. Asimismo esta disponible una copia dentro de la Unidad. Usted es responsable por leer la información contenido dentro de este manual. Encontrará que el manual explica como el programa funciona y las reglas que esperan que usted siga.

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Los estudiantes de la Academia JoAnne Bridges deben seguir las "Reglas del Manual" y mostrar un comportamiento positivo en todo tiempo. Esto incluye:

Respeto para si mismo, los demás, y para el programa

El cuidado apropiado para toda la propiedad

Participación activa en todos los aspectos del programa

Seguir las instrucciones del personal

Si usted tiene problemas en leer o comprender cualquier parte de este Manual, es su responsabilidad de pedir la ayuda necesaria por parte de su Gerente Terapéutico y/o Consejero del Grupo de Vivienda,

A través de este manual encontrara citaciones de algunos de los grandes pensadores de tiempos pasados y presentes. Se espera que usted dará a estas ideas una cuidadosa consideración y trate de descubrir como aplicar dicha sabiduría a su vida. En la mayoría de los casos estas citaciones reflejan “Verdades Universales y Principios de Vida” que son el fundamento de los programas de ROP (DAP).

PARTE UNO: “Lo Básico”

Sus metas en Rite of Passage (Derecho al Paso) estarán organizadas dentro de la Herramienta de Logro de Cambio Positivo (PACT/HLCP) Se espera que usted participe dentro9 de gran variedad

Recuerde, “Si va suceder, depende de mi”! Tome responsabilidad por su progreso y crecimiento

mientras permanece en Rite of Passage (Derecho al Paso).

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de experiencias académicas como ser tratamiento educacional, deporte, y actividades vocacionales. Estas actividades están diseñadas para prepararlo para Registrarse, Anotado o Empleado antes de que se gradúe del programa.

El Programa de la Academia e JoAnn Bridges posee una escuela dentro del sitio que ha sido aprobado por el Departamento de Educación del Estado de Florida, Muchos estudiantes entran al programa atrasados educacionalmente, pero debido a que somos una escuela que funciona todo el año con un día de clases extendido, usted puede ganar créditos más rápidamente que en la mayoría de las escuelas.

Un Líder de Grupo y un Consejero del Grupo de Vivienda supervisara sus actividades. Estos miembros del personal lo guiasen a través de cada elemento del programa desde la mañana hasta la noche.

Mientras este en la Academia JoAnn Bridges, será asignado un Gerente Terapéutico (GT/TM) quien sera responsable de su Plan de Caso individual, .en coordinación con su equipo multidisciplinario, le proporcionara con revisiones de uno a uno, apoyo familiar y servicios de planificación de transición. Los estudiantes recibirán terapia individual y familiar dentro del sitio a través de un proveedor contratado. Su Gerente Terapéutico le asistirá en desarrollar su propio PACT/HLCP personal, lo cual es su Plan de Tratamiento. El PACT/HLCP proporciona un medio

de rastrear sus metras y progreso de tratamiento. Su GT asimismo le asignara a grupos

específicos que cumplirán con sus necesidades específicas. Estos grupos podrán ser orientados

a tratamiento, educacional o basados en habilidades.

En las páginas que siguen usted encontrara información designada a responder a sus preguntas acerca del programa. Si usted necesita ayuda en comprender esta información, pide a su Gerente Terapéutico o a un miembro del Personal del Grupo de Vivienda.


Declaración de Misión

La misión del programa de la Academia JoAnn Bridges es proporcionar una cultura segura par mujeres jóvenes dentro de un marco de valores, confianza, respeto, responsabilidad individual, respeto por los demás y el logro académico/vocacional. La meta principal es de cultivar el crecimiento y desarrollo en cada joven mujer a fin de que ella alcance su mas grande potencial.

Programación de Reacción Femenina

El programa de Servicios Clínicos, Salud y Bienestar, Académico y Vocacional en la Academia JoAnn Bridges está basado en un Modelo de Reacción Femenino. Este modelo incluye el desarrollo de habilidades, construcción de auto estima, construcción de identidad, empoderamiento y relaciones. Dado que las relaciones son el centro del desarrollo femenino, el personal de la Academia JoAnn Bridges utiliza las relaciones principales con estudiantes para la facilitación y enaltecimiento de su crecimiento individual. Las sesiones familiares y de grupo abordan temas especificas al desarrollo femenino y las necesidades femeninas La construcción de habilidades y sentido de empoderamiento son integrados a través de todos los grupos. Los grupos también permiten el crecimiento continuo de relaciones dentro de la comunidad.

El horario diario de la comunidad incluye actividades que utilizan fortalezas (ejemplo: periodismo, ejercicio físico, y habilidades verbales) típicamente encontrados en las mujeres. Asimismo, una variedad de enfoques permitirá la expresión femenina de otras habilidades.

Las necesidades físicas y medicas específicas de las mujeres son abordadas mediante los servicios de una enfermera y un Curriculum de salud dentro del programa. La educación relacionada al embarazo y planificación familiar son abordados mediante la educación académica, experiencia en la vida y programas de visitación.

El programa de educación incluye la programación tradicional y proyectos relacionados a asuntos femeninos. Los Proyectos Especializados incluyen Mujeres en la Historia, Identificación y discusión de líderes femeninos nacionales e internacionales etc. Las ayudas visuales enaltecen el papel de la mujer y su contribución. El proceso de aprendizaje involucra usar relaciones para


facilitar y enaltecer la educación. Ejemplo: compañeras como tutores para algunas experiencias educacionales, trabajar en proyect9os de grupo, etc.

Cada mes, el personal de Educación introducirán a los estudiantes en actividades temáticas a fin de reconocer las diferentes culturas y contribuciones de mujeres dentro de una cultura. El personal de Educación programa horarios para conferencistas invitados a traves de todo el ano a fin de enaltecer el plan de estudios y exponer a los estudiantes a una amplia gama de posibilidades/oportunidades dentro de la comunidad.

Diversidad Cultural/Espiritual

• La Academia JoAnn Bridges y su personal valoran la diversidad cultural y espiritual. Las actividades son integradas en el marco académico y residencial. Ayudamos a la mujer joven desarrollar o profundizar su identidad con su propia cultura(s) y compartir su cultura con otras mediante el arte, la música, comidas, y rituales y celebraciones.

• Existen una variedad de actividades religiosas disponibles para las jóvenes mujeres sobre una base semanal. La participación en estas actividades es dejada a la discreción de las estudiantes.

Grupos Psico-Educacionales

• Nuestros grupos son elaborados de acuerdo a las necesidades de la mujer joven. Algunos de los grupos que ofrecemos son Relaciones Saludables, Grupo Multi-Familiar, Pena y Perdida, Imagen Corporal, Buscando Seguridad, Empatía con Victimas, Pensando para un Cambio, Habilidades Sociales.

Servicio Abuso de Sustancias

Usamos un currículo cognitivo de conducta de abuso de sustancias desarrollado por la Universidad de Cincinnati. Los temas incluyen el uso de drogas como una vía para la delincuencia, la automedicación y las ETS, el síndrome de alcoholismo fetal, la evaluación de la motivación para el cambio, la dinámica de una familia alcohólica o dependiente del uso de drogas y el desarrollo de un plan de prevención de recaídas.


Salud Física Integrada, Nutrición y Educación sobre la Salud

• La Academia JoAnn Bridges promueve estilos de vida saludable y la responsabilidad personal por la salud y bienestar. Las clases de Salud ensena salud, higiene y todas las muchachas se convierten en CPR/Certificadas en Primeros Auxilios.

• Usted participara en un programa holístico de deportes/Salud Física que incorpora correr, condicionamiento, baile, deportes de competencia y no competencia.

• Planes de Alimentación Saludable están disponibles para las muchachas que se interesan activamente en establecer el porcentaje de grasa corporal, manejo y control de porciones o reducción de su consumo de grasa/carbohidratos.

• Si usted desea un plan de menú que cumple y respalda sus creencias religiosas o su deseo de mantener un estilo de vida vegetariana, proponemos que trabaje con su Gerente Terapéutico a fin de que estos sea aprobado rápidamente.

Justicia de Restauracion

• La Justicia de Restauracion esta entrelazada con todos los aspectos del Programa de Rite of Passage (Derecho al Paso). En cualquier tiempo en que sus acciones hayan impactado negativamente a la comunidad de JoAnn Bridges, usted debe restaurar relaciones positivas con la comunidad que la rodea. Esto podría incluir pero no limitado a completar un proceso de solución de problema (PRP/PSP), un informe de pensamiento y meditación, una carta de disculpa al grupo de la comunidad, o identificar en forma en que puede ayudar a su unidad de vivienda en forma sana. La Justicia de Restauracion es parte vital de vivir dentro de una comunidad, y debe llevarse a cabo a fin de asegurar un ambiente saludable de vivienda para todos los estudiantes en JoAnn Bridges.

Involucramiento de Personal


• Durante su estadía en JoAnn Bridges usted estará involucrada con un equipo de personal que incluye un Director de Programa, Director de Clínica, Gerentes Terapéuticos, Personal de Cuidados Directos y Maestros. Estos miembros del personal estarán involucrados en todos los aspectos de su programa y actividades diarias. Es importante recordar que el personal esta en control del manejo del sistema de comportamiento.

PARTE DOS: Sus Derechos y Privilegios

Derechos y Privilegios de los Estudiantes.

Rite of Passage (Derecho al Paso) respeta los derechos de todos los estudiantes. Se le proporciona a cada estudiante una copia de sus derechos y privilegios asimismo una copia esta exhibida a la vista en áreas designadas. Al personal se le instruye y deben respetar los derechos de los estudiantes en todo tiempo. Como estudiante de la Academia JoAnn Bridges, usted tiene derecho y el privilegio de lo siguiente:

1. A ser tratada justamente y con respeto.

2. Tener igual acceso a todos los servicios y programas para los cuales califica.

3. A ser libre de intimidación, amenazas, y el abuso físico. A tener acceso sin impedimento a

la línea caliente de abuso (De tener 18 años, el derecho de llamar a la línea caliente para

reportar IGs).

4. A ser informada de las reglas, procedimientos y horarios que conciernen su participación

en el programa.

5. De participar en servicios religiosos y consejería voluntariamente, sujeto únicamente a

limitación necesaria para mantener el orden y seguridad. Tener acceso a los clérigos que

permite que siga sus beneficios religiosos.

6. A recibir alimentos balanceados, bien preparados. Se le proporcionara 3 comidas diarias, las

cuales no podrán ser quitadas como medio de castigo.


7. A un ambiente seguro mantenido en cumplimiento con las leyes y regulaciones de

incendios y seguridad local y estatal.

8. A que se le proporcione una cama, ropa limpia, baños diarios, instalaciones de inodoros,

alumbrado adecuado y ventilación apropiada para calefacción y aire fresca.

9. A que se le proporcione los artículos apropiados de higiene y limpieza.

10. A tener acceso al tratamiento médico y dental apropiado.

11. A tener contacto con sus padres y familia, clérigo, abogados y el JPO

12. A que se le proporcione estampillas semanalmente y materiales para escritura a fin de que

mantenga contacto con su familia y amistades.

13. A colocar una llamada por semana a padr3es o guardianes.

14. A que le proporcione la oportunidad de recibir una educación y ejercicios físicos


15. De entrar en proceso de queja de ser violados cualesquiera de estos derechos.

Procedimiento de Quejas del Estudiante

Mientras permanece en la Academia, usted posee el derecho de quejarse de las acciones del personal, compañeros o condiciones y circunstancias en el programa que usted siente que violan sus derechos. Esto no significa que usted tiene el derecho de presentar quejas frívolas contra las decisiones del programa como ser normas, intervenciones, decisiones de tratamiento, etc. Lo siguiente son los pasos para presentar una queja juvenil.

Paso 1:

Este paso es una apelación de datos de queja y debe ser el primero paso a tomar en el proceso de quejas. En este paso, usted hará un esfuerzo para resolver la queja con el personal de turno en el momento de la situación de queja. Una actitud apropiada y un aproche responsable seguramente resulte en una resolución satisfactoria de la queja. Si usted se encuentra en una pérdida de privilegios, restricción a su habitación, restricción fuera del campus, o cualquier perdida de privilegios, no será afectada por el hecho de que usted presento una queja. Si su queja es acerca de un abuso sexual o alegación de acoso sexual no se le obligara a resolver el problema con el personal y no necesita completar el resto de la sección de este formulario.

Paso 2:

Si la queja no ha sido satisfactoriamente resulta en el Paso I, usted debe presentar su queja por escrito dentro de 24 horas del incidente. El formulario completado por escrito debe entonces someterlo al Supervisor de Turno quien le supervisa directamente. Este Paso es una apelación formal de queja ante el miembro de personal de supervisión. El Supervisor de Turno revisara y responderá por escrito a la queja dentro de 48 horas después de recibir el Formulario de Queja (excluyendo fines de semana y festividades legales. Al recibo del Formulario de Queja de la joven, el Supervisor de Turno revisara la queja para determinar si la queja es de hecho una violación a sus derechos.


Si esta revisión confirma que la queja es apropiada, el Supervisor de Turno llevara a cabo una investigación para determinar si el incidente ocurrió tal como fue reportado. Esta investigación incluirá de todos los documentos pertinentes y entrevistas con todas las personas que fueron testigos del incidente.

Si la decisión es a favor de la queja, el Supervisor de Turno determinara que acciones deben tomarse a fin de rectificar la situación. Si la decisión no respalda la queja, automáticamente será remitida al Oficial de Quejas de la Academia JoAnn Bridges. Si la queja se trata de una alegación de abuso infantil o negligencia, sera manejada a través del Oficial de Quejas, quien entonces referirá el caso al Departamento de Justicia Juvenil.

Paso 3:

Si no está satisfecha con la solución ofrecida en Paso 2, usted podrá someter una queja por escrito al Oficial de Quejas de la Academia JoAnn Bridges. Toda queja en esta fase será revisada dentro de 24 horas (excluyendo los fines de semana y feriados legales) de la negación de la queja en el Paso 2 explicado anteriormente. El Oficial de Quejas podrá conducir una audiencia formal si las circunstancias de la queja indica que es necesario. De determinar que es necesario una audiencia, el personal (involucrado en la queja en el Paso 1). el Supervisor de Turno (de Paso 2) y usted podrán llamar testigos y presentar documentación por escrito a fin de justificar su decisión.

Paso 4:

Si aún no está satisfecha con los hallazgos y respuestas del Oficial de Quejas, todas las declaraciones, documentación, hallazgos, y decisión serán remitidos al Director del Programa de la Academia JoAnn Bridges , quien tomara la decisión final en cuanto a la queja.

Quejas de Derechos Civiles

• Si la queja también alega una violación de los derechos civiles el Director del Programa (quien a la vez es el contacto para Derechos Civiles de JoAnn Bridges debe ser contactado de inmediato y comenzar a llevar a cabo una investigación dentro de los siguientes siete días.


• Todas las apelaciones deben ser contestadas dentro de 72 horas por parte del Director del Programa o su designado. Se debe contactar a todas las partes mencionadas en la queja en cuanto a los resultados de la queja.

Correspondencia y Procedimiento de Envio

Correspondencia Entrante

• Se le proporcionara materiales, estampillas, y por lo menos treinta minutos diarios para escribir cartas. Se recogerá la correspondencia una vez al día, excluyendo los Domingos y festividades legales. Se distribuirá la correspondencia a los estudiantes una vez al día durante una hora designada por la tarde. La correspondencia es abierta por usted en presencia de un miembro del personal. (Las cartas deben ser firmadas y puesta las direcciones con nombres reales, y no apodos). La correspondencia que es inconsistente con el orden, la seguridad, y la filosofía del programa será confiscada. No se permite lo siguiente:

Contenido sexualmente explicito

El uso excesivo de malas palabras

Referencias a alcohol y drogas

Símbolos de contacto de las pandillas

Amenazas

Glorificando comportamiento criminal

Fotos o dibujos inapropiados (relacionados al alcohol, sexo, pandillas)

Correspondencia confiscada no será distribuida directamente a usted. Esta correspondencia será confiscada y colocada en su propiedad mediante el Gerente Terapéutico, y disponible para usted cuando usted es dado de alta del programa. La carta será anexada a un “Formulario de Confiscación” firmado por usted y el Consejero del Grupo de Vivienda (GLC/CGV).


• Cualquier correspondencia recibida desde una instalación correccional adulta o juvenil será revisada por los Gerentes Terapéuticos o sus designados, ya que es considerada un asunto de seguridad y bienestar. Si el contenido de la carta es apropiado en su integridad, entonces usted podrá recibirla de inmediato. La correspondencia no se detendrá por más de 24 horas, excluyendo fines de semana y festividades. Correspondencia proveniente de exalumnos será revisada por su Gerente Terapéutico por razones de seguridad y bienestar. Esta comunicación debe ser aprobada por el Oficial de Probación Trabajador del Caso y el Gerente Terapéutico.

• La correspondencia que se considera contraria a su progreso en el tratamiento puede ser leída por su Gerente Terapéutico, con la aprobación de su agencia colocador. Esto será documentado en su plan de caso y usted será informada de las razones detrás de esta decisión. Es nuestra creencia que alguna correspondencia que ingresa proveniente de otras instalaciones correccionales es degradante, sin objetivo y baja la estima de nuestras mujeres jóvenes

• Rite of Passage (Derecho al Paso) proporciona toda la ropa, alimentos, artículos de higienes necesarios. Todo regalo y paquetes DEBEN ser pre-aprobados por el director del Programa antes de ser enviados a las instalaciones. Cualquier dinero en efectivo recibido por correo será colocado en la caja de seguridad y devuelto al estudiante a su salida.

Correspondencia Saliente

• Toda correspondencia será sellada y enviada una vez al día.

• Se debe entregar toda correspondencia sin sellar. Un GLC revisara la correspondencia por contenidos que sea inconsistente con la orden y filosofía de la instalación. La correspondencia con dicho contenido no será aceptada, y será devuelto a usted para su modificación.

• Cualquier correspondencia que es enviada a una instalación correccional adulta o juvenil debe ser aprobada por el Oficial de Probación Trabajador de Caso y será revisada por el Gerente Terapéutico o su designado, ya que es considerada un asunto de seguridad y bienestar. Si el contenido de la correspondencia es apropiado, en su integridad, entonces la carta puede ser sellada y enviada a su destino. Si la carta contiene un contenido que es inconsistente con el orden y la filosofía del programa, será confiscada y colocada en la propiedad personal del estudiante.

• La correspondencia que es aceptable será sellada en presencia de un miembro del personal y colocado las iniciales y fecha por parte del miembro de personal. Los sobres solamente deben portar la dirección de recipiente y la dirección del remitente. No se le permite escribir mensajes, dibujar o poner estickers en la parte exterior de los sobres.

• Cualquier correspondencia que se cree por parte de la administración que sea una amenaza potencial a la seguridad y el bienestar del programa, o un asunto significante relacionado a su


progreso de tratamiento, será revisada muy de cerca por parte del Gerente de Caso o Director de Servicios Estudiantiles. Su agencia colocadora sera informada de esta decision.

• Correspondencia recibida después de la salida del estudiante será devuelto al remitente.


ACADEMIA JOANN BRIDGES

DOCUMENTACION DE CONFISCACION DE CORRESPONDENCIA

Nombre del Estudiante: ______________________________________________________________________

Fecha: _______________________________

Correspondencia Recibida de:

Nombre: ________________________________________________________________

Dirección: ______________________________________________________________

_______________________________________________________________

Razón por la Confiscación: _____________________________________________________________ _________________________________________________________________________________

_________________________________________________________________________________

Contenido Encontrado en la Carta Saliente/Entrante: _____________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

¿Está Presente Estudiante? Si_____ No_____

•••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••


Estudiante Informado de Confiscación: Si_____ No_____

Miembro del Personal que Confisca la Correspondencia: _______________________________________________________

(Letra de Molde Por Favor)

Comentarios: ________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

Toda la correspondencia confiscada será documentada en el formulario de los artículos personales del estudiante y colocada en lugar seguro en la oficina del Director Terapéutico. Usted recibirá esta correspondencia a su salida del programa de la Academia JoAnn Bridges.

Firma del Estudiante: ___ ____________________________Fecha:____________________________

Firma del Miembro del Personal: _________________________Fecha:____________________________


CORREO CORRECTAMENTE DIRIGIDO (Servicios Postales de EE.UU.)

Dirección debe incluir:

Dirección de Devolución

Nombre completo/ Titulo del receptor

Instalación o nombre comercial (de aplicar)

Apartado Postal o Numero y nombre de calle, numero de apartamento o edificio, Ciudad, Estado, Código Postal

Ejemplo:

Ms. Jackie Jones, Esudiante

Rite of Passage – JoAnn Bridges Academy

950 SW Greenville Hills Road

Greenville, FL 32331

CORREO APROPIADAMENTE DIRIGIDO (ROP Intra-Instalación)

Dirección debe incluir:

Dirección de Devolución

Nombre completo de Destinatario

Nombre de la Instalación ROP/DAP

Ejemplo:

Ms. Darla Cline

Dirección Instalación ROP/DAP


Su dirección de devolución debe escribirse como sigue:

(Su nombre y apellido)

Rite of Passage – JoAnn Bridges Academy

950 SW Greenville Hills Road

Greenville, FL 32331

Correo no será aceptado debido a los siguientes problemas:

Dirección está escrita demasiado alto en el sobre

Dirección esta manchada

Escrito en guion o cursiva

Carta doblada en paquete pequeño demasiado grueso,

Sobre no está plano

Puntos o símbolos

Dibujos

Letras estilo Pandilla o Grafiti

Apodos

Dirección puesta Inadecuadamente

Escritura es demasiada descuidada, demasiada pálida, demasiada grande, o demasiada pequeña para leer

Ninguna información de dirección por debajo de la ciudad, Estado o código postal

*SOBRE QUE NO SON DE TAMANO NORMAL DEBEN SER EMITIDOS POR EL OFICIAL DE PERSONAL


Llamadas Telefonica’s

• Le alentamos a que permanezca en contacto con su familia por el bien de la reunificación. Como minima usted podra intentar una llamada por semana.

• El Personal marcara todas las llamadas tomando todo cuidado de no divulgar números o códigos telefónicos.

• Todas las llamadas serán documentadas en el Registro de Llamadas del Estudiante. Pondrá su inicial en el Registro de Llamadas para verificar que la llamada fue intento/ se efectuó.

• Toda llamada saliente será registrada en la lista de llamadas aprobadas, para asegurar que los estudiantes están comunicándose con sus familias usando el expediente del estudiante como referencia.

• Si usted se niega a dar por terminada la llamada dentro del tiempo que le han asignado, el personal dará por terminada la llamada y usted podra perder su privilegio de usar el teléfono.

• Toda llamada telefónica en español requiere la aprobación del Oficial de Probación Trabajador del Caso y la Administración de JoAnn Bridges. Las listas de llamadas aprobada por el Gerente reflejaran todas las llamadas aprobadas en español. Ninguna llamada en español u otro idioma se hará sin aprobación.

• El personal monitoreara todas las llamadas telefónicas mediante parlante.

• Usted debe permanecer sentada en área designada durante toda la llamada telefónica.

• Estudiantes principiantes serán permitidos una llamada saliente cada semana con un límite de diez (10) minutos.

• Estudiantes Internos serán permitidos una llamada saliente cada semana con un límite de quince (15) minutos.

• Estudiantes con Estatus de Contribuidor serán permitidos una llamada semanal con un limite de quince (15) minutos por cada llamada.

• Estudiantes con Estatus de Lideres/Mentores serán permitidos efectuar una llamada semanal cada semana. Tiempo y disponibilidad determinará la frecuencia, sin embargo, se planificará una llamada por quince (15) minutos.

• Su Gerente Terapéutico debe aprobar contactos telefónicos adicionales.


Comunicación Estudiantil con Profesionales (Oficial de Probación, Trabajador de Caso, GAL, etc.)

Si usted desea contactar a su agencia colocadora, oficial de probacion, abogado, etc. Ud. Podra utilizar el teléfono o escribir una carta. La Academia JoAnn Bridges hará todo intento de contactar al JPO, sin embargo es responsabilidad de la joven de escribir al su Oficial de Probación Juvenil (JPO/OPJ) mensualmente.

Procedimientos para Visitas

Nuestro día de visitas es el sábado. El horario de visitas es de 2:00pm. A 5:00p.m.

• Todas las visitantes deben ser aprobados por el Oficial de Probación/Trabajador de Caso y la Administración de la Academia JoAnn Bridges.

• Las reglas de visita e información aplicable estarán incluidas en una carta enviada a sus padres o guardián legal al ser admitida. Cualquier orden de la corte que prohíbe la visita de cierta persona debe ser respetada.


• Las visitas están limitadas a la familia inmediata (guardián legal, sus hijos, conyugue, padres, hermanos), con la posibilidad de ganar adiciones aprobadas a la lista de visitas según estatus.

• Las visitas no deben introducir dentro de las instalaciones cosa alguna que incluye celulares, carteras, etc.

• La visita no debe traer comida ni bebida dentro de las instalaciones para usted o para los miembros de la familia que la visitan.

• No habrá tabaco ni derivados del tabaco dentro de la Academia JoAnn Bridges, esta es una instalación libre del tabaco.

• No aceptaremos ni entregaremos medicamentos a usted, a menos que sea aprobado y pre-empacado por la enfermera.

• Juegos de mesa, que son de baja volumen (callados) y no ofensivos, pueden ser practicados durante las visitas (ejemplo: naipe).

• Las visitas no deben entregar dinero a los estudiantes durante su visita.

• Artículos de higienes no deben ser introducidos a las instalaciones, a menos que se obtenga aprobación por escrito del personal médico y previo consentimiento por escrito obtenido con su Gerente Terapéutico o su designado.

• USTED, no el personal o las visitas, es responsable entregado a usted durante la visita.

• Se le registrara al finalizar su visita.

• Si usted no tiene visita, debe permanecer en su área de vivienda (a menos que se este llevando a cabo un grupo programado)

• No se permitirán visitas menores de 18 años, a menos que sean acompañados por uno de sus padres o su guardián

• No más de cuatro (4) individuos podrán visitar a un mismo tiempo.

• El registro de las posesiones de los visitantes podra ser necesario si existe la introducción de contrabando y/o la seguridad y bienestar de las instalaciones podrían estar en perjuicio. Si una visita se niega permitir el registro de sus posesiones, se le negara la visita.

• Si existe cualquier sospecha de que un visitante se encuentra bajo la influencia de drogas o alcohol se les pedirá salirse de inmediato. Su Gerente Terapéutico se le notificara y futuras visitas serán suspendidas.


• Si un estudiante es disruptivo o se niega a seguir las normas del programa, su visita puede ser cancelada o modificada a una visita modificada o supervisada a la discreción del Gerente Terapéutico o Supervisor de Turno.


SECCION TRES: Reglas y Regulaciones

Habitaciones

Para su seguridad y la seguridad de los demás, no se le permite dentro de las habitaciones o entradas de habitaciones de los demás estudiantes, por ningún motivo.

Se prohíbe pegar o clavar artículos en las paredes.

NO SE PERMITE ARTICULOS RELACIONADOS CON PANDILLAS, SUSTANCIAS, O EXPLICITAMENTE SEXUAL EN LAS HABITACIONES.

No se permite bajo ningún motivo alimentos o bebidas, excepto agua, dentro de las habitaciones.

Usted es responsable por la limpieza de su propia habitación y de mantener limpia durante todo el día esa habitación.

PROCEDIMIENTOS DE LIMPIEZA DE HABITACIONES

Antes de salir de su habitación, usted debe:

a. Arreglar su cama

−estirar la sabana de abajo

−estirar la sabana de arriba

−meter las sabanas debajo del colchón

−Estirar todas sus cobijas

b. Guardar todos sus artículos personales..


− doblar y guardar ropa en forma ordenada

c. Limpiar el piso

− asegurarse que el piso está limpio y libre de basura y demás artículos

d. Limpiar marcas en las paredes, cubículos de ropa y piso.

e. La Inspección será un criterio importante en la completacion.

Usted es responsable de mantener la cantidad apropiada de artículos permitidos dentro de su habitación, de acuerdo a su nivel. Su habitación está sujeta a registros al azar por parte del personal de la Academia JoAnn Bridges.

Habrá inspecciones diarias a fin de asegurar de que no existe artículos no autorizados dentro de las habitaciones de los estudiantes o áreas personales. Si un artículo no cae bajo alguna categoría a continuación no debe estar presente en su habitación a menos que una carta proveniente de la Administración de la Academia JoAnn Bridges con una firma aprobando esta excepción. Cualquier articulo fuera de la lista será considerado contrabando. Los artículos de contrabando serán confiscados y registrados en un formulario de Artículos de Contrabando.

ARTICULOS PERMITIDOS EN LAS HABITACIONES SEGUN ESTATUS

Rite of Passage (Derecho al Paso) asegura uniformidad de artículos permitidos dentro de su programa y proporciona la seguridad de los artículos personales del estudiante mediante inventario y responsabilidad.

Estudiantes Novicia (Recién Ingresadas (orientación)

Material de escritura Material de lectura

(1) cuadernos escolares (2) libros

(1) portafolio (1) libro religioso

(1) Diarios (aprobado por el GT) (1) libro de tratamiento


Ropa de Cama: Higiene:

(1) Camera (1) tubo de pasta de dientes

(1) cobija (invierno solamente) (1) barra de jabón

(2) sabanas (1) cepillo de dientes

(1) almohada (1) brillo para labios

(1) funda para almohada (1) cepillo de pelo

(1) peine

(2) colas para el pelo

Caja de artículos personales:

Cartas

Fotos

Lista de direcciones y teléfonos

Documentos legales

(1) Peluche (pequeño o mediano)

* Otros/Adicionales artículos deben ser aprobados por el personal médico o el GT.

Estudiantes Internos

Además de o en vez de los privilegios de los de estatus de Novie (Recién Ingresado), los estudiantes con estatus de Internos serán permitidos lo siguiente:

(1) reloj de puno (plástico/hule/no metal)


(3) colas negras de cabello (2) libros religiosos

(1) un rosario (no debe usarse con collar) (2) libros

5x7 álbum fotográfico (sin espiral)

* Otros/ artículos adicionales deben ser aprobados por el personal médico o el GT


Contribuidor

Además de, o en vez de los privilegios para los de estatus de internos, estudiantes de estatus con Contribuidor serán permitidos lo siguiente:

(5) colas de pelo/ganchos

(1) peluche

(1) caja de papel y sobres de cartas

(2) libros religiosos

(3) libros

Un aparato MP3

Líder/Mentor

Además de, o en vez de privilegios para los estatus de Contribuidor, Líder/Mentor se le permitirá a los estudiantes lo siguiente:

(5) colas/binchas de pelo

(1) peluche

(1) caja de papel de carta y sobres

(2) libros religiosos

(3) libros

Aparato MP3


FOTOS

Los estudiantes no debe recibir o poseer fotos de estudiantes individuales en o previamente en el programa.

TAREAS (QUEHACERES)

• Cada semana usted será asignada una tarea específica.

• Usted debe completar su tarea una vez al día, al despertar.

• Es su responsabilidad pedir trapos y productos de limpieza

• Asimismo, es su responsabilidad notificar al miembro de personal cuando su tarea esta completada y lista para revisión.

• Los trapos sucios serán colocados en contenedores designados. La persona asignada a la lavandería recogerá los trapos y los colocará dentro del cuarto de lavandería.

• Cada fin de semana se debe ayudar a limpiar el área de convivencia profundamente.

Ejemplos de tareas son:

Ventanas Barrer/Trapear Aspirar

Closets Mesas/Ventilaciones

Bañeras Basura Inodoros


BANOS Y REGADERAS

Al ser colocada usted recibirá los artículos como ser pasta de dientes, cepillo de dientes, desodorante, brillo de labios, toallas, etc. Recibirá productos de higiene personal como ser toallas sanitarias o tampones como se requiere. Si se le acaba la pasta dental, desodorante o necesita otro cepillo de dientes, debe mantener los contenedores vacíos o el articulo quebrado para reemplazarlo durante el programa semanal de higiene.

• Solamente una persona a la vez es permitda en cada baño.

• Se le llamara individualmente cuando sea su turno.

• La higiene matutina es tiempo de cepillar los dientes, peinarse y vestirse para el día.

• El tiempo asignado en la regadera no debe exceder a 8 minutos.

• Los estudiantes recibirán shampoo, acondicionador, loción, e hilo dental del personal del Área de Convivencia.

• Usted es responsable de recoger sy pelo/o basura de los desagües, lavamanos, y mostradores después de usarlos.

• Se le permitirá afeitarse las piernas y sobacos cada Domingo. Tendrá siete (7) minutos para afeitarse. El personal le proporcionara su propia rasuradora, el mal uso del mismo podría resultar en la perdida de este privilegio.

HORA DE DORMIR

• Hora de Orientación de Dormir: 8:30 pm cada noche

• Hora de Dormir del Nivel de Interno: 9:00 pm cada noche

• Hora de Dormir del Contribuidor: 9:30 pm durante la semana; 10:00 p.m. viernes y sábado

• Hora de Dormir para Líder/Mentor: 9:30 pm Domingo a jueves, 10:30 pm viernes y sábado

• Las luces se apagan 30 minutos después de la hora de dormir.

• No hablar con otros estudiantes después de la hora de dormir

• Usted debe tocar su puerta y esperar que el personal le de permiso antes de salir de su habitación para usar el baño después de la hora de dormir.

• Solo un residente a la vez se permitirá usar el baño después de la hora de dormir.


• No se le permitirá salir de su habitación después de la hora de dormir para recibir artículos de sus compañeras que hayan sido olvidados dentro de áreas de convivencia. Estos artículos recogidos por personal y confiscados. Estudiantes con estatus de orientación perderán 1 crédito por el día. Los estudiantes de la población general perderán un “color” por el día.

• Lo más temprano que se le permitirá retirarse para dormir será las 7:30 p.m. El permiso de retirarse a las 7:30 p.m. es dado a discreción del personal por razones de comportamiento o debido a motivos de salud.

• Solo podra tener dos pares de zapatos a la vez. Esto incluye calzado deportivo y de baño.

Modelo de Entrega de Servicios

Hemos compartido con usted que ROP (DAP) es un programa orientado en logros. La base de logros y alcances se miden a través de siete elementos de programa que componen el ALCANCE (LOGRO) del Proyecto. Cada joven que entra a la Academia JoAnn Bridges organizara un expediente de LOGROS Y ALCANCES mientras se encuentra en Orientación. Este binder o expediente es como un portafolio que enaltece todos sus otorgamientos, logros y alcances.

El binder o folder de LOGROS Y ALCANCES tendrá las siguientes secciones asignadas:

ACTIVIDADES

• Cada estudiante tendrá un plan individual de bienestar que registrará su progreso en el desarrollo de un estilo de vida saludable y positivo mediante actividades ofrecidas en JoAnn Bridges.

• Este elemento de LOGRO del Proyecto será continuo durante el programa del estudiante y será revisado periódicamente por su Gerente Terapéutico.

• Se alentará a los estudiantes a participar en actividades que proporcionan oportunidad de enriquecimiento propio, socialización positiva, y expresión creativa.

COMUNIDAD

• Este elemento de LOGRO O ALCANCE del Proyecto se mide a través del sistema de manejo de comportamiento. El personal del Grupo de Convivencia califica a los estudiantes en nueve ( a menos que tome en cuenta “comentarios adicionales”) diferentes áreas de comportamiento semanalmente lo cual es registrado en su evaluación semanal de comportamiento.


• Las evaluaciones de comportamiento son anotadas como Verde/Positivo, Amarillo/Neutral, y Rojo/Negativo. Como grupo, los estudiantes trabajan para ayudarse entre si a desarrollar una cultura positiva de programa, en donde el crecimiento social se establece dentro de un ambiente de normas y valores fundamentales no negociables.

• Se le reconoce a los estudiantes mediante el otorgamiento de estatus formal comenzando con Novato, luego la fase de aprendizaje del “Programa” como interno, y la fase de practica del Prog4rama llamada Contribuidor. El nivel más alto de estatus formal, “Líder/Mentor”, permite a los estudiantes practicar “el comportamiento del programa” mediante el incremento de oportunidades para las actividades comunitarias incluyendo empleo fuera del sitio.

• Los estudiantes participaran en servicio comunitario o proyectos de justicia de restauración o rehabilitación.

• Este elemento de LOGRO O ALCANCE será coordinado a través del Gerente Terapéutico para su elegibilidad en programas fuera del sitio. El éxito se medirá mediante la capacidad del estudiante de ganar estatus y participar en programas fuera del sitio, su involucramiento en eventos dentro del sitio, , y su aceptación y adherencia a las reglas y expectaciones dentro de la Academia JoAnn Bridges y la comunidad en contorno,

SALUD

• Estudiantes comenzaran a definir un balance saludable entre su salud emocional, físico y espiritual.

• Este dominio enfatizara metas en las siguientes áreas: Manejo del Estrés, Nutrición, Bienestar Físico (correr, yoga), consciencia espiritual y Educación de la Salud.

• Estudiantes participan en deportes desarrollan compañerismo y auto estima. Los estudiantes podrán participar con otros estudiantes de escuelas secundarias locales en competencias deportivas.

• Los componentes de este elemento se decidirán en conjunto con el Gerente Terapéutico, el Gerente de Enfermería, y el Esudiante y será incorporado dentro del plan individual de bienestar del estudiante.

CRECIMIENTO INDIVIDUAL

• La Academia JoAnn Bridges utiliza un modelo cognitivo de comportamiento para asistir a los estudiantes en identificar patronos negativos de pensamiento que conllevan a comportamiento problemático y resultados adversos.

• Mediante contratistas proveedores de salud mental los estudiantes participaran en consejería de grupo e individual ( y en algunos casos consejería familiar) a fin de comprender, sanar y reconciliar su lugar dentro de su familia, comunidad y sociedad.


• A aquellos padres/guardianes que pueden asistir se les brindara la oportunidad de participar en el Grupo Multifamiliar para ayudarles a enriquecer sus habilidades en la comunicación, elaboración de reglas y la convivencia con muchachas adolescentes.

• Las metas y objetivos se identifican a través del Plan de Caso y el Plan de Medida de Logros y Alcances. Este plan de caso se revisa mensualmente para evaluar el progreso individual.

• Los grupos ofrecidos están diseñados para tratar con los asuntos de cada estudiante, pero no se limitan a: Abuso de sustancias, Empatía con la Victima, Sobrevivientes del Abuso Sexual, Relaciones Saludables, Imagen Corporal Saludable, Dolor y Perdida, Decisiones Saludables para la Vida, Búsqueda de Seguridad y Pensando en un Cambio.

• El éxito se medirá por el grado en que los servicios del programa contribuyen al crecimiento y desarrollo global evidenciado por el comportamiento del estudiante.

EDUCACION

• Cada estudiante posee un Plan de Adelanto Académico que describe su progreso académico de acuerdo a los requisitos de graduación de los distritos escolares del área de su hogar. Cada estudiante trabajara con el Proveedor de Educación para desarrollar intereses posteriores a la secundaria y/o intereses de carrera ejemplo la elaboración de hojas de vida, ACT/SAT y preparación universitaria, y requisitos para entrar al college.

VOCACION

• Todo Estudiante de la Academia JoAnn Bridges debe completar un curso que ofrece lecciones sobre Estar listo para Empleo, Entrevistas, Manejo de Hogar y Finanzas, y otros elementos cruciales para la vida independiente.

• Los estudiantes deben mostrar la competencia y certificado reconocido en uno de los caminos vocacionales.

APODERAMIENTO

• El Gerente Terapéutico monitorea el progreso de cada graduado del programa. El personal de ROP/DAP asiste a los estudiantes con su transición hacia el hogar.

• Los estudiantes asumirán la responsabilidad personal de tomar decisiones positivas que les guiara en su transición desde nuestro programa para el éxito y satisfacción futuro dentro de sus comunidades de su hogar.


• El progreso del estudiante dentro de esta área se medirá mediante su capacidad de obtener estatus dentro del programa, comunicarse efectivamente con sus compañeras, y aceptar responsabilidad por sus acciones.

• El involucramiento comunitario también enriquecerá el desarrollo del auto estima, enaltecer la socialización, y formara la confianza.

• Antes de retirarse del programa el estudiante debe poseer un plan para permanecer conectado con las personas de apoyo identificadas en su plan de seguridad.

•

Servicios Religiosos/Espirituales

Se hace todo intento para asegurar que los servicios religiosos/espirituales de todas las denominaciones sean disponibles. La asistencia a servicios religiosos/espirituales son voluntarias. Si usted desea consejería religiosa/espiritual, favor notificar a su Gerente Terapéutico. Si posee una petición especifica en cuanto a su requisito dietético religioso/espiritual, favor notificar a sy Gerente Terapéutico. Estas peticiones no se reconocerán sin la documentación apropiada referente a la petición especifica de dieta. Esto debe encontrarse dentro del expediente del estudiante o confirmado con la agencia colocadora a fin de acceder. Los estudiantes asistirán a los servicios religiosos/espirituales programados si así lo desean.

Bienestar Física

El programa de bienestar física de la Academia JoAnn Bridges está desarrollado para promover el crecimiento mental, físico y social de cada estudiante. El bienestar físico incluirá: 2.0 millas de carrera, circuitos cardiovasculares, carreras de etamina, y competencias deportivas. La participación es estos eventos no es negociable.

Servicios Médicos y Dentales

Servicios Médicos están disponibles a toda joven mujer. Hay una enfermera de turno siete días a la semana (incluyendo festividades). El personal médico llevara a cabo servicios de Domingo a Domingo de 9:00 am-10:00am. Para ver a la enfermera, debe llenar una solicitud que se encuentra disponible en el área de convivencia. La solicitud puede completarse en cualquier tiempo. Cuando la enfermera está disponible para atenderla, ella la llamara para que vaya a su oficina para evaluar su queja médica.


Su Primer Día

• Documentación: Cada estudiante completara el papeleo de ingreso. Gerente Teurapeutico

• Revisión Médica/Dentral. Cada estudiante se someterá una revisión medica por parte de la enfermera y tratamiento para piojos. Se programará fuera del sitio exámenes físicos y dentales para que sean llevados a cabo dentro de los siguientes 14 días hábiles después de su admisión. La Enfermera de la Academia JoAnn Bridges solicitara los récord médicos más recientes del lugar de colocación original del estudiante.

• Inventario y Entrega de Ropa: Cada estudiante recibirá la ropa apropiada de acuerdo con las especificaciones de la temporada (clima). Después de completar una hoja de inventario de propiedad personal los estudiantes recibirán la ropa de parte del Supervisor de Ropa de la Academia JoAnn Bridges o su designado.

• Almuerzo: Si una estudiante recién ingresada pierde su almuerzo debido a transporte hacia el programa o la tardanza del proceso de ingreso, el Supervisor de Turno solicitara un almuerzo le sea servido. Supervisor de Turno.

• Inscripción Educacional: El Registrador completara el ingreso educacional para incluir solicitud de transcritos. (grados obtenidos anteriormente).

Pases de Transicion al Hogar

Los estudiantes serán otorgados pases de transición al hogar en base a las necesidades individuales de su plan de caso. Los Pases al Hogar están diseñados para completar tareas de empleo, detalles de Inscripción educacional, para atender arreglos de vivienda, y/o atender asuntos pendientes a través del sistema judicial.

Requisitos del Estudiante

Antes de que un estudiante sea autorizado para un Pase al Hogar debe llenar los siguientes requisitos:

• Completar dos visitas comunitarias exitosas con el Grupo

• Estudiante debe completar un plan de reingresos

• Contrato y horario de Pase al Hogar

• Plan de Seguridad


• Estudiante debe permanecer en presencia y custodia de sus Padres/Guardian durante la totalidad del pase al hogar.

Autorizacion

El Gerente Teurapeutico del Estudiante es responsable de dar autorización escrita y/o obtener la participación de los siguiente para pases de transición:

• Agencia Colocadora

• Director de Servicios Estudiantiles o director de Programa

• Padres/Guardian

Duracion y Frecuencia

• La duración y frecuencia se determinará mediante las necesidades del plan de caso individual

• Estudiantes podrían estar capacitados para pases después de completar la fase de Orientación Novato del Programa.

• Estudiantes debe haber completado por lo menos una base comunitaria, fuera del sitio antes de ser considerados para pases al hogar.

• La duración máxima de un pase al hogar es de 48 horas.

• Excepciones a la duración antes mencionada y su frecuencia está a discreción de la agencia colocadora y Rite of Passage (Derecho al Pas).

TODO ESTUDIANTE QUE REGRESA DE UN PASE AL HOGAR ESTAN SUJETOS A SER REGISTRADAS A FIN DE REDUCIR EL CONTRABANDO SIENDO TRAIDO DENTRO DE LAS INSTALACIONES. ADEMAS DEBEN COMPLETAR UN ANALISIS DE ORINA.

Contrabando

Contrabando se considera cualquier artículo que podría utilizarse como arma, o que puede usarse para fabricar una arma, o que puede utilizarse con el propósito de escapar, dañar corporalmente, causar daño físico o muerte. Esto incluye pero no se limita a. machetes, alcohol o drogas, armas, o cualquier artículo que no haya sido oficialmente aprobado u autorizado.


Los siguientes artículos están prohibidos para las estudiantes dentro de estas instalaciones:

1. Armas

2. Artículos que pueden utilizarse como armas

3. Vidrio o material similar

4. Lazos, cordones, alambre, cuerdas para instrumentos musicales

5. Posesiones personales de valor

6. Dinero o cheques

7. Tabaco o productos derivados

8. Productos para fumar o drogas

9. Fósforos, encendedores, u otros artefactos para encender fuego

10. Goma de mascar

11. Artículos de comida no específicamente autorizados

12. Aparatos electricos

13. Articulos robados

14. Material toxico o inhaladores no autorizados

15. Material pornografico

16. Propiedad personal no específicamente autorizado por el personal.

17. Bebidas alcohólicas o sustancias que potencialmente alteran la mente.

Estudiantes que traen o usan contrabando ilegal dentro de las instalaciones posiblemente se enfrentaran a cargos criminales.


Registros de Estudiantes e Instalaciones

Se permitirá el registro del estudiante y sus posesiones, y/o las habitaciones y área de convivencia de las instalaciones cuantas veces será necesario a fin de asegurar la seguridad y bienestar de las instalaciones. El estudiante será registrado a su admisión a la Academia JoAnn Bridges cuantas veces sale de las instalaciones y es traída de regreso al área de convivencia, después de visitas o cuando haya suficiente razón de creer que la seguridad de las instalaciones está en peligro o de que haya presencia de contrabando dentro de las instalaciones. Los registros a las áreas de los programas estudiantiles o dormitorios se efectuarán sin anuncio y en tiempos irregulares.

NOTA: Debido a la vivienda de la Academia JoAnn Bridges solo se registran a las clientes

femeninos, todo registro se efectuará por parte de personal femenino.

Proposito de los Registros

• Evitar el ingreso de armas y/o contrabando

• Detectar armas, artefactos de escape, etc. dentro de las instalaciones.

• Contrarrestar la circulacion de contrabando

• Revisar la destrucción y mal uso de la propiedad de las instalaciones.

• Mantener condiciones saludables.

• Eliminar peligros de incendio y seguridad.

Procedimiento de Registro de Instalaciones

• Para la seguridad y bienestar global, los registros de las instalaciones son registros de toda la instalación. Podrán o no incluir el registro de los residentes. Al llevar a cabo un registro de las instalaciones, se aplicarán los siguientes requisitos.

• Todos los estudiantes dentro de la instalación serán puestos dentro de sus habitaciones.

• Un miembro del personal monitoreara a los estudiantes dentro del área común, mientras que el resto del personal conducirán los registros.


• No se permitirá a ningún estudiante dejar su habitación una vez comenzado el registro, con la excepción de baños y se registraran el baño previo al uso y después del su uso.

• Si un estudiante no está presente en el momento del registro, se le notificara al estudiante del registro y de todos los artículos confiscados durante el registro a su ingreso a las instalaciones.

• Uno por uno, el estudiante que reside en número de a habitación correspondiente será llamado a su habitación a fin de que registren su cuarto. Si el estudiante necesita usar el sanitario durante el registro, un miembro del personal la acompañara hasta y desde el baño. El registro se suspenderá temporalmente y su puerta será cerrada y enllavada

• Una vez registrada la habitación del estudiante, el estudiante permanecerá en su habitación (dormitorio) hasta que se complete el registro. Si para este entonces, debe usar el baño, un miembro del personal la acompañara hasta y desde el baño.

• Una vez completado los registros individuales de las habitaciones, se llevará a cabo un registro del área en general. Todas las areas de convivencia saran registradas.

• Al completarse el registro de las instalaciones, miembros del personal comenzaran el proceso de papeleo necesario para aquellos estudiantes que tuvieron artículos no autorizados dentro del área de convivencia.

• Al concluir el registro, las estudiantes saldrán de sus habitaciones y se llevara a cabo un grupo comunitario sobre las razones del registro.

• El personal de la Academia JoAnn Bridges entonces continuara con las funciones programadas.

Procedimiento para el Registro de las Habitaciones

Los registros de las habitaciones de los estudiantes se completarán sin anuncio y en horarios irregulares. Al llevarse a cabo un registro de habitación, se debe aplicar lo siguiente:

• El estudiante debe estar presente durante el registro de la habitación y y propiedad personal, de ser posible.

• El estudiante debe sentarse en la entrada de la puerta durante el registro de la habitación.

• El estudiante debe ser complaciente y no interferir durante el registro de la habitación.


• Después de registrar cada habitación, el estudiante correspondiente a esa habitación también será registrada.

• Cualquier artículo de contrabando encontrado será decomisado y se completaran los informes correspondientes.

• Después de completar el registro de la habitación, el estudiante debe permanecer en su habitación hasta que se le ordene lo contrario. Si necesita usar el baño, un miembro del personal la acompañara hasta el baño y de regreso.

Debido Proceso Programático

Antes de que usted puede ser encontrado culpable de una violación mayor, o cuando haya consecuencias que involucran un cambio en su estatus o condiciones de vivienda, este programa debe respetar sus derechos al siguiente debido proceso:

• Usted debe recibir aviso de posibles cambios en su estatus o condiciones de vivienda y del tiempo y lugar de su audiencia.

• Una vez que haya sido notificado de la audiencia, puede confirmar la fecha establecida, o a una fecha más temprana de la misma.

• Puede pedir a cualquier miembro del personal asistirlo en representar su situación.

• Se le deben dar una oportunidad de presentar su evidencia y testigos en su defensa.

• Se le debe dar una oportunidad de demostrar el porqué los cambios posibles no necesitan ser tan drásticos.

• Usted tiene el derecho a estar presente en cualquier audiencia que involucra un en su estatus a menos que el director del programa o su designado aprueba su exclusión o usted renuncia a su derecho de estar presente.

• Usted tiene el derecho de que se oiga su caso por parte de un Oficial de Audiencias imparcial, ejemplo: un miembro del personal de supervisión o una persona imparcial designada por la administración.

• Recibirá, por escrito, la decisión por parte del Oficial de Audiencia/Comité.

• Se documentará el total de este proceso.

• Podra apelar la decisión de la audiencia disciplinaria ante el Director del programa o ante una autoridad independiente.


SECCION CUATRO: CODIGO DE CONDUCTA

Principal Violaciones a las Reglas

Política:

A fin de asegurar el debido proceso, se deben tomar medidas apropiadas en todas las violaciones mayo9res de reglas que resultan en acciones disciplinarias severas.

Clase A Violación Mayor de Reglas:

Perdida de Creditos/Ciclo B

1. Asalto (infliccion de danos corporales, peleas, creando un peligro a la salud

(ejemplo: escupiendo sobre o a otros, tirando alimentos alimento 75-100% / 2-5 B-ciclo

2. Mala conducta sexual (por decisión de PREA) 100% / 2-5 B-ciclo

3. Vandalismo mayor (intencional y malicioso) 75% / 2-5 B-ciclo B y

restitucion

4. Auto-manipulación (incluyendo tatuaje y piercing) 2-5 B-ciclo

5. Mala conducta (acumulación, comportamiento negativo consistente, repetir 50-100% / 2-5 B-ciclo

violaciones, etc.)

6. Acariciando un arma 50-100% / 2-5 B-ciclo

7. Uso o posesión de drogas o alcohol 100% / 2-5 B-ciclo

8. Contrabando, Peligros (armas, tabaco, fósforos, hojas de afeitar. etc.) 50-75% / 2-5 B-ciclo

9. Robo (mayores de $50.00 en valor) 50% / 2-5 B-ciclo

10. Comportamiento agresivo 50-100% / 2-5 B-ciclo

11. Destrucción mayor de propiedad 50-75% /2-5 B-ciclo

12. Falta de seguir una petición directa proveniente de un miembro del personal que resulto en el uso

de la fuerza física o restricción a fin de asegurar cumplimiento 25-50% /2-5 B-ciclo

13. Burla racial 25-50% /2-5 B-ciclo

14. Discutir asuntos de otros estudiantes sin respeto (ejemplo: asuntos de tratamiento,

crimen 10-25% /2-5 B-ciclo


15. Activar en actividades de pandilla (escribir cartas, señales, lenguaje, etc.) 25-50% /2-5 B-ciclo

16. Engaño en las clases 10-25% /2-5 B-ciclo

17. Escape/Intento de Escape 100% / 2-5 B-ciclo

18. Asuntos de intimidad, aparte de PREA (pasar notas, verbal// no verbal, 50-100&/2-5B-cycle

objeción, cualquier expresión no física de intimidad 50-100%/2-5 B-ciclo

19. Conspiración, incluyendo incitar a otros 50-100%/2-5 B-ciclo 20. Violación de barreras físicas y personales. (abrazando) 50-100%/2-5 B-ciclo 21. Pasar o mal uso de medicamentos 50-100%/2-5 B-ciclo 22. Entrar en la habitación de otra joven 50-100%/2-5 B-ciclo 23. Amenazar al Personal 50-100%/2-5 B-ciclo 24. Disruptiva después de apagadas las luces 50-100%/2-5 B-ciclo

**Algunas violaciones de reglas mayores podrán estar sujetas a ser referidas a las agencias de ejecución de la ley. **

PROCEDIMIENTOS DISCIPLINAROS PARA VIOLACIONES DE REGLAS MAYORES

• La estudiante es presentada con un informe por escrito que describe la violación, en donde se llevara acabo su audiencia disciplinaria y una oportunidad de firmar el informe. La estudiante debe recibir el informe por escrito dentro de las 24 horas de la violación. A menos que usted renuncie a este derecho, se le debe dar aviso de esta audiencia 24 horas antes de la misma.

• La estudiante recibirá una audiencia disciplinaria interna para discutir el incidente.

• La audiencia debe llevarse a cabo dentro de setenta y dos horas (72) seguidas a la hora de haber sido entregado el Informe del Incidente.

• Una vez notificada, usted puede dar su consentimiento a una audiencia más temprana. Si usted desea retrasar la audiencia por una cantidad de tiempo razonable, que no debe exceder de cuarenta y ocho (48) ho9ras, debe solicitar el retraso por escrito.

• Comenzará una investigación dentro de veinticuatro (24) horas del incidente. El personal de investigacion sera imparcial.

• El oficial de audiencia tendrá las siguientes obligaciones: Revisión del proceso y asegurar que sus derechos al debido proceso son respetados, y facilitar la audiencia a fin de asegurar hallazgos.

• La estudiante estará presente en la audiencia disciplinaria, excepto cuando su comportamiento amerita su exclusión o que ella renuncia a su derecho de estar presente. Las razones para exclusión serán documentadas en el formato de la audiencia.


• Durante la audiencia, usted podra hacer declaraciones, presentar evidencia, y tener testigos, e interrogar testigos en su contra. Usted podra pedir a cualquier miembro del personal que le asiste en este proceso y actúe como su representante e interrogue a testigos que declaran en su contra, o si parece necesario. Un miembro del personal será asignado por el oficial de audiencia para actual como su representante. Cualquier excepción será documentada en el “Formato de Audiencia Disciplinaria.”

• Si encuentran que usted es inocente de la supuesta violación de la regla, se removerá toda documentación de los archivos, libro de registro, etc., y destruida. Todos sus derechos, estatus y privilegios le serán restaurados, y de ser posible, cualquier privilegio acumulado será reiniciado. El director del Programa/ Director de Servicios Estudiantil se quedara con una copia para propósitos de revisión administrativa.

• Si encuentran que usted ha violado una regla mayor, antes de cualquier acción disciplinaria, se le explicará las razones de la acción disciplinaria y usted tendrá la oportunidad de explicar el comportamiento que condujo a la violación. Las consecuencias impuestas comenzaran de inmediato después de la explicación.

• Usted podra apelar la decisión del Oficial de Audiencia utilizando el formato de quejas y el procedimiento de apelación. Si usted escoge apelar, esto debe efectuarse por escrito y debe presentarse dentro de los 5 días del recibo de la decisión. La apelación será decidida dentro de 5 días y se le notificará rápidamente de los resultados de la apelación.

• El Director de Servicios Estudiantiles de las instalaciones revisara todas las audiencias disciplinarias y sus disposiciones.

• Cuando una estudiante supuestamente comete un crimen, el caso se traslada a los oficiales judiciales apropiados para posible enjuiciamiento.

• Para cualquier violación de regla mayor, que resulta en sanciones, restricciones, o perdida sustancial de privilegio(s), podra acarrear informes disciplinarios, investigaciones, audiencias, traslado a agencia de ejecución judicial, y la remoción de la Academia JoAnn Bridges.

TODAS LAS ESTUDIANTES POSEEN EL DERECHO A PERMANECER EN SILENCIO EN CUANTO A SUPUESTA CONDUCTA CRIMINAL/DELICTIVA. NINGUNA ESTUDIANTE SERA INTERROGADA POR PERSONAL DE ROP/DAP REFERENTE A SUPUESTA ACTIVIDAD CRIMINAL/DELICTIVA CUANDO EL PROPOSITO DE LA INTERROGACION ES OBTENER INFORMACION PARA ENJUICIAMIENTO SIN TOTAL NOTIFICACION DE SUS DERECHOS. CUALQUIER ESTUDIANTE PUEDE SER INTERROGADA EN PRESENCIA DE SUS PADRES, GUARDIAN LEGAL, Y ABOGADO, 9O CUSTODIO FISICO.


Clase “B” – “C” No reciben Audiencias Disciplinarias

Clase B Violación de Reglas Menores: ACADEMIA JOANN BRIDGES

Possible Consecuencias

1. Payasadas 50-75%/ CG/ A-ciclo

2. Mentir y manipulación 10-25%/ CG/ A-ciclo

3. Vandalismo 10-25% /CG/ A-ciclo

4. No participar exitosamente en un elemento del programa (sin perfile apropiado 10%/ CG/ A-ciclo

5. Comportamiento irresponsable 1 Crédito/ CG/ A-ciclo

6. Destrucción de propiedad menor de $25.00 25-50%/ CG/ A-ciclo

7. Abuso/mal uso de las reglas del teléfono 1 Crédito /CG/ A-ciclo

8. Violación a restricciones de privilegios (teléfono, cartas, etc.) 1 Credit /CG/ A- ciclo

9. Tirando o aventando objetos 1 Crédito /CG/ A-ciclo

10. No seguir las normas del comedor 1 Crédito /CG/ A-ciclo

11. No dar cuenta de su ubicación (transitando de habitación en habitación sin seguir

Un procedimiento apropiado.) CG/ A-ciclo

12. Alimentos dentro de la habitación personal 10-25% /CG/ A-ciclo

13. Conocimiento de un incidente mayor que involucra a otra residente 10-25% /CG/ A-ciclo

14. Violación de barreras físicas o personales. (abrazos) 1 Crédito /CG/ A-ciclo

15. No cumplir una petición del personal después de que se lo haya dicho por dos veces 1 Crédito /CG/ A-ciclo

16. Pasar notas (a no internos) 10-25% / A-ciclo

17. Manipulación de artículos personales 1 Crédito / A-ciclo

18. Profanidad directa 1 Crédito / A-ciclo


Clase C Violación de Reglas Menores: ACADEMIA JOANN BRIDGES

Posibles Consecuencias

1. No estar preparada para clases Dia rojo

2. No seguir el código de vestir Perdida de Crédito/Dia Rojo

3. Violación intencional de perfil medico Perdida de Crédito /Dia rojo

4. Falta de cumplimiento de las normas de Rite of Passage/Derecho al Paso PerdidaCrédito/ Dia Rojo/A-cycle

5. Contrabandoo (no peligroso) Día rojo

6. Agresión relacional (expresión inapropiada de sentimientos) Dia rojo

7. Cuentos de guerra (involucrada o de oyente) Dia rojo

8. Indebida limpieza de área de convivencia Dia rojo

9. Uso inapropiado de propiedad de la unidad: pararse en sillas, mesas,

pies sobre muesbles Dia rojo

10. Hablar después de que haya sido apagadas las luces Dia rojo

11. No hacer o completar oficio/quehaceres Dia rojo

12. Usar palabras soeces Dia rojo

13. Interferir con el funcionamiento ordenado del programa, incluyendo pasar Perdida Crédito Dia rojo

El tiempo de higiene al hacer fila para transición

14. Abuso de privilegios de trabajos voluntarios Dia rojo

15. Violación a la confidencialidad de grupos Dia rojo

16. Violación intencional de perfil medico Perdida Crédito

17. Violación de barreras físicas personales (abrazando) Perdida Crédito

*GLC puede recomendar un Ciclo A o una Audiencia Disciplinaria para comportamiento negativo severo. Todas las consecuencias son determinadas por el personal.

Posibles Sanciones – A ser emitidas con cualquier Violación Mayor o Menor (A,B,C)

1. Acostarse temprano (1hr) (7:30 p.m.)


2. Perdida de credito/dia rojo

3. Escribir tareas relevantes al incidente

4. Disculpas verbales y por escrito

5. Perdida de privilegios

6. Discusión en Grupo Comunitario (grupo de procesamiento)

7. Pérdida de tiempo libre programado (SLT), separación de compañeras.

8. Quehaceres adicionales

9. Presentación verbal ante la comunidad y/o el personal

10. Actos de gentileza para identificar victimas

Sistema de Suspensión

JoAnn Bridges utiliza un progreso de manejo de comportamiento para nuestras jóvenes que enfatiza el uso de intervenciones de bajo nivel, basado en el comportamiento cognitivo para abordar comportamiento inapropiado. El sistema estimula la ejecución de y luego volverse al programa dentro de un periodo corto.

Paso 1: Al exhibirse un comportamiento negativo el miembro del personal se dirige al estudiante señalando el comportamiento negativo y pidiéndole escoger una opción más positiva.

Paso 2: Si la estudiante no puede tomar una acción correctiva y mostrar comportamiento apropiado, se le indicara a tomar un tiempo de suspensión aparte. Esto significa que será conducida a un área apartada del grupo social. La estudiante permanecerá alejada del grupo por lo menos diez (10) minutos antes de que miembros del personal le preguntaran porque ella se encontraba en un tiempo de suspensión alejada. Si ella puede reconocer el comportamiento negativo que exhibió y hacerse responsable de sus acciones, entonces se le pedirá completar un “formato de resolución de conflicto” antes de retornar al programa regular.


Paso 3: Si la estudiante no puede calmarse y tomar responsabilidad personal por sus acciones dentro de diez (10) minutos, ella puede pedir o el personal podra indicar unos diez (10) minutos adicionales. El personal podra indicar el tiempo de suspensión hasta por treinta (30) minutos, en cuyo tiempo se determinará si la estudiante será colocada dentro del programa de reenfoque.

Paso 4: Si la estudiante no puede tomar el tiempo de suspensión apartado en forma apropiada, o continúa escalando, se le referirá al Programa de Reenfoque. Una vez que complete el Programa de Reenfoque, y el incidente es procesado con un miembro del personal en forma apropiada, la estudiante retornara al programa regular.

Programa de Reenfoque

Filosofía:

El Programa de Reenfoque es un programa independiente desarrollado para abordar a estudiantes individuales quienes luchan con seguir las reglas del programa. Reenfoque es un tiempo para que la estudiante sea separada de la población en general a fin de “enfocarse” y reintegrarse exitosamente. Es nuestra meta que el Programa de Reenfoque sea una intervención exitosa antes de que la estudiante comete una violación de una regla mayor.

El Programa de Reenfoque hace posible que la estudiante refleje sobre su comportamiento y sobr3e como tomar mejores decisiones, resultando en su crecimiento personal. El Programa de Reenfoque combina un ambiente estructurado, con componentes de comportamiento cognitivo para abordar cogniciones relacionados directamente con el plan de caso respetado de la estudiante. El Programa de Reenfoque da énfasis sobre la importancia de la Justicia de Restauracion (JR) Las estudiantes recibirán una asignación JR como parte de este Programa de Reenfoque. Diseñado o bien a la especificidad de su comportamiento, o directamente relacionado a sus dominios que presentan el mayor riesgo. Comportamientos que podrían merecer la colocación inmediata en Reenfoque: no seguir una petición por parte del personal después de que se lo hayan pedido dos veces, no aceptar retroalimentación (después de 3er intento), dando retroalimentación, agresión relacional, uso excesivo de palabras soeces. Se recomienda y alienta al personal sacar al estudiante a un lado para una pronta aceptación e investigar como la estudiante está tratando con la confrontación. Cualquier miembro del personal de ROP/DAP podra colocar a una estudiante directamente dentro del programa de Reenfoque.


Procedimiento:

i. Niveles del Programa de Reenfoque

Reenfoque Menor: Este es para violaciones de reglas menores por estudiantes quienes se convierten en problema disciplinario no respondiendo a las intervenciones proactivas del miembro de personal. Son asignadas al Programa de Reenfoque para un Ciclo “Menor”. Las estudiantes que hayan agotado todas las intervenciones prosociales disponibles dentro de normas culturas son asignadas al programa de reenfoque por un Ciclo “Menor”. Su nivel de Programa de Reenfoque durara aproximadamente tres (3) horas, las estudiantes resumirán su programación regular al completar sus elementos. Solo se le permitirá a las estudiantes trabajar en sus elementos durante el programa AM y PM; pero no serán removidas de la escuela para completar sus tareas de reenfoque. Por ejemplo, si una estudiante obtiene una colocación menor el 11/22/13, tendrán la oportunidad de completar exitosamente 2 de 3 de sus elementos ese mismo dia. Al despertar el 11/23/13, tendrán la oportunidad de elaborar su 3er. Elemento.

Reenfoque Mayor: Días de Reenfoque Mayor son para estudiantes quienes han sido asignadas al Programa de Reenfoque por una violación a una regla mayor (ejemplo: asalto, escape). Un Dia de Reenfoque Mayor es un dia completo, aproximadamente 9 horas de Elementos de Reenfoque y asignaciones de procesamiento asignadas por el Supervisor de Turno o el Gerente Teurapeutico. La Audiencia Disciplinaria (AD) recomendara la duración de la colocación de la estudiante dentro del Programa de Reenfoque. El tiempo por lo cual es colocada la estudiante dentro de Programa de Reenfoque por parte de AD se determina por el historial de comportamiento similar, severidad de la ofensa y disponibilidad de aceptar responsabilidad por sus acciones. La duración mínima de un “Reenfoque Mayor” es de un dia y la máxima es de cinco días.

*** La completacion exitosa de los días de Reenfoque Mayor y Menor son contingentes en el “comportamiento” de la estudiante. Cualquier elemento o Bloques de Programa no completado podra resultar en una colocacion de una asignacion de Justicia de Restauracion o asignacion de Comportamiento Cognativo que aborda el o los domio(s) de alto riesgo de la estudiante o la necesidad de desarrollar habilidades.

Eligibilidad de la Estudiante al Programa de Reenfoque

Las estudiantes que se convierten en problema disciplinario no respondiente a las intervenciones proactivas son asignadas al Programa de Reenfoque por un “Ciclo Menor”.


i. Las estudiantes que hayan agotado toda intervención disponible dentro de la cultura normativa son asignadas al Programa de Reenfoque por un “Ciclo Menor”.

ii. Comportamientos que podrían merecer una colocacion inmediata de Reenfoque: falta de seguir las peticiones de miembros del personal después de que se lo hayan pedido por dos veces, no aceptar retroalimentación, (después del 3er intento), respondiendo con retroalimentación, agresión relacional, uso excesivo de palabras soeces, hablar durante transportación. Se alentara y recomendara que el personal saque a la estudiante aparte para una pronta aceptación y averiguar cómo está la Esudiante abordando el tratar con confrontación.

iii. Cualquier miembro del personal de ROP/DAP podra colocar a una estudiante directamente en el Programa de Reenfoque sin una Audiencia Disciplinaria. Se llevará a cabo una Audiencia Disciplinaria para violaciones de reglas mayores, hasta ese entonces las estudiantes no serán colocadas dentro del Programa de Reenfoque.

b. Proceso de Revision

i. A estudiantes que no están de acuerdo con su colocacion en el programa de Reenfoque se les recomendara someter un Formulario de Queja solicitando una revisión. La estudiante puede obtener el formulario de queja al retornar a la unidad. El Director de Servicios Estudiantiles, o su designado revisara el Formulario de Queja, revisara la colocacion en conjunto con la estudiante y miembro del personal que la coloco en Reenfoque, determinara el mejor curso de acción, y notificara a todas las estudiantes y personal involucrados en cuanto a los resultados. El Formulario de Queja, así como la respuesta escrita será colocados en un libro de quejas. Esto no significa que la estudiante que se queja sobre su colocacion tendrá suspendida su colocacion. La estudiante debera completar su(s) ciclo(s).

ii. Cada estudiante tendrá anotado el Programa de Reenfoque en su plan de caso.

ii. Asignaciones de Tareas del Programa de Reenfoque

a. Asignaciones para “Ciclo Menor”

i. Completar un servicios comunitario o proyecto de justicia restaurativa asignado (quehaceres, mantenimiento de patios, trabajos domésticos, y escribir asignaciones a las victimas). Proporcionar una disculpa por escrito de las víctimas. Asimismo, se escribirán cartas de disculpa al Gerente de


Clientes y/o sus Guardianes. La carta de disculpa debe ser aceptada por el personal meta y un administrador de programa. Los Supervisores de Turno, Gerentes Terapéuticos, o Administración determinaran las cartas de disculpa.

ii. Completar una asignacion por escrito relacionado a Comportamiento Cognativo o un ejercicio de desarrollo de carácter que se relaciona al incidente.

iii. Completar un módulo educacional individual ( una asignacion sin créditos, que se enfoca en las habilidades básicas en matemáticas, lectura, o escritura)

b. Asignaciones de “Ciclo Mayor”:

i. Completar dos asignaciones de servicios comunitarios o proyectos de justicia restaurativa (quehaceres, mantenimiento de patios, trabajos domésticos, etc.). Completar disculpas asignadas (escritas o verbal) a individuos y grupos tal como determine el oficial de audiencia.

ii. Completar dos asignaciones de escritura relacionados a tratamiento o dos ejercicios de desarrollo de carácter, cadena de comportamiento (asignaciones CBT, proceso de solución de problemas, etc.)

iii. Completar dos módulos educacionales individuales basado en lo que están trabajando actualmente las estudiantes. El personal de Educación será responsable de asegurar que las estudiantes están recibiendo una educación legitima y precisa como se evidencia mediante un programa educacional modificado.

iv. La estudiante completara un ejercicio de salud y bienestar. El ejercicio de salud y bienestar cambiara, en base a las necesidades de seguridad y bienestar de las instalaciones.

*** Toda estudiante que obtiene días de Reenfoque Mayor perderán sus privilegios por completo hasta que se haya completado el Programa de Reenfoque. Esto incluye, y no está limitado a lo siguiente: Las estudiantes serán separadas de las demás estudiantes mientras permanezcan dentro del área de convivencia, no participaran en conversaciones durante los alimentos, una llamada de 5 minutos en el días asignado de llamadas, dos cartas salientes por semana, una visita de 1/2 hora por semana, 30 minutos para escribir cartas al dia, etc. ***


iii. No Responder en Programa de Reenfoque: Las estudiantes que deciden no efectuar sus asignaciones serán colocadas en un Estatus de No-Responsiva (NR) hasta que ellas solicitan completar sus asignaciones y cumplen con las Reglas del Programa de Reenfoque. Las estudiantes que se convierten a NR completaran un paquete no-responsiva y retornaran al Programa de Reenfoque cuando están listas. Antes de desquitar los Elementos de Reenfoque las estudiantes deben sentarse apropiadamente (sentándose recto, talones sobre el piso, manos sobre el escritorio, sin hablar) por 5 minutos para demostrar que están dispuestas a cooperar con las normas de Reenfoque.

iv. Cuando una estudiante complete los requisitos de su Programa de Enfoque será devuelta a la programación regular,

v. Los Gerentes Terapéuticos documentaran en los planes de caso de las estudiantes cuando la joven sea parte de una Audiencia Disciplinaria. El Gerente de Caso GC explicara la ofensa y señalara las consecuencias.

vi. Las estudiantes que son colocadas dentro del Programa de Reenfoque no son permitidas conversar en las horas de comida en la mesa y se sienten en mesas separadas para todos sus alimentos

vii. Las estudiantes que no responden después de dos días continuos serán anotadas para determinar el siguiente curso de acción.

viii. Personal del Programa de Reenfoque

a. Durante clases un maestro designado brindara en Reenfoque. El Supervisor de Turno coordinara el equipamiento de personal para el Reenfoque durante y fuera de horas de clase. Se asignará a uno o más Consejeros de Grupo de Convivencia para estar asignados al programa y son responsables por asegurar la adherencia a todas las políticas y lineamientos aplicables.

b. Se asignará personal adicional cuando se necesite a fin de asegurar la integridad del programa y un rango de 1 miembro del personal por cada 6 estudiantes.

c. Los Gerentes Terapéuticos darán conocimiento de la ubicación de sus estudiantes asignadas diariamente y asistirá con las asignaciones cuando sea aplicable o necesario.

9. Normas del Programa de Reenfoque


d. No hablar sin permiso. Levantar la mano y esperar que el reconocimiento del personal para formular su pregunta.

e. No enrollarse en la silla ni las cabezas sobre el escritorio, sentarse recto en las sillas con sus pies debajo del escritorio en todo tiempo.

f. Se revisarán las áreas de educación y de convivencia por parte del personal y se volverá a limpiar si resultan inaceptables.

g. Todo lápiz, papel y libros deben retornar al personal cuando usted sale.

h. Las cartas de disculpas serán leídas y aprobadas por 3el personal de reenfoque.

i. No mirar a su alrededor, haga su propia tarea y trabajo.

j. Tratar al personal y sus compañeras con respeto en todo tiempo.

k. Responder a las peticiones del personal de inmediato o usted será considerada no responsiva.

l. Las estudiantes participaran en una norma de 5 minutos antes de comenzar los elementos dentro del aula de Reenfoque.

m. Su área debe estar listo para inspección en todo tiempo.

n. Caminar en las filas con la cabeza y los ojos al frente.

o. No se permiten artículos personales dentro del área de Reenfoque.

p. Las estudiantes deben completar todos los elementos del ciclo para recibir crédito para el mismo.

q. Las estudiantes y el personal no deben conversar entre si - toda conversación debe ser relacionada al estatus de reenfoque.

No Responder/Rechazar el Programa

Toda estudiante tiene la opción de rechazar participar en las actividades regulares del programa. Se alienta a las estudiantes a usar la secuencia de tiempo de suspensión a fin de que regresen al programa. Hay ocasiones en que la estudiante no puede mantener o recuperar su compostura después de cincuenta y nueve minutos, es allí cuando la estudiante es considerada no responsiva. Si una estudiante se niega (es no responsiva) a aceptar cualquier actividad del programa, se le indicara que esta es su decisión lo cual significa que ella tiene hasta una (1) hora para tomar una decisión de reunirse al programa; de lo contrario, ella estará escogiendo rechazar al programa para


el marco de tiempo necesario para estabilizar sus emociones y comportamiento. Una estudiante puede indicar a un miembro del personal en cualquier momento que ella escoge rechazar (es no responsiva) al programa.

Si la estudiante no está participando activamente en una actividad del programa (ejemplo: no participando en recreo programado, se niega a asistir a los grupos o la escuela, etc.) o no está dispuesta (o incapaz) de procesar una suspensión de tiempo u unirse nuevamente a la comunidad, se le puede indicar por parte de un miembro del personal a que cumple con las expectaciones del programa o que será considerada no responsiva. En este punto, las estudiantes tienen la opción de cumplir con las expectaciones o de escoger rechazar el programa. La estudiante será colocada dentro de una suspensión de tiempo y tendrá una (1) hora para retornar al programa. Si la estudiante decide ser no responsiva después de la hora ella ira a su dormitorio. Mientras se encuentre en estatus de no responsiva, usted no ganara créditos por los elementos del programa. Si asiste a clases, grupos, etc., entonces gana créditos. Usted ganara al máximo, un dia amarillo. Mientras usted esta no responsiva se le proporcionara tareas de Comportamiento Cognativo para completarse. Su completacion, esfuerzo y su deseo la llevara de regreso al programa en su totalidad.

Regreso al Programa

Las estudiantes que muestran un patrono consistente de comportamiento negativo dentro de la comunidad, o quienes obtiene informes por comportamiento disruptivo o peligroso hacia compañeras o personal podrán ser retrasadas dentro del programa. Una vez que haya sido identificada por el equipo clínico, la estudiante recibirá aviso verbal de su Gerente Teurapeutico. Durante los siguientes 30 días ella podra ser retrocedida debido a su comportamiento. Al ser retrocedida, la estudiante entra a Orientación con 15 créditos. Ella debe obtener 45 créditos a fin de poder regresar a la población principal. Si una estudiante es retrocedida a Orientación, no obtendrá más de un (1) crédito al dia.

Programación Alterna (PA)

En caso de un incidente mayor y/o a fin de asegurar que se mantienen consistentes las normas, estándares y reglas. Cada grupo está sujeto a Programación Alterna a discreción del equipo de Liderazgo.

• Todas las unidades de convivencia en Programación Alterna serán colocados en privilegios de estatus de Orientación/Novato.


• Toda estudiante cumplirá tiempo de Programación Alterna dentro de sus dormitorios, excepto para elementos deportivos.

• Se retirarán todo artículo personal de las habitaciones con la excepción de libros religiosos.

• Durante días de clases, mientras las estudiantes se encuentran en sus dormitorios, se completarán elementos educacionales de cinco (5) horas durante el tiempo en que normalmente la estudiante estaría en las aulas. La tarea de la estudiante le será entregada allí y las instrucciones individuales seguirán siendo disponibles mediante la educación.

• Todos los movimientos se hacen de modo de Orientación 2 x 2 al desnudo, sin hablar. Los contribuidores no podra monitorear en este momento.

• Durante las comidas todas las estudiantes se encuentran en “no hablar” para la duración de la misma.

• Tiempo libre estructurado será utilizado para Circulo de Liderazgo, preguntas del proceso clínico, escritura de cartas, tareas escolares. Llamadas telefonicas, duchas, etc.

• Durante el programa de duchas nocturnas todas las jóvenes permanecerán en sus dormitorios, excepto las cuatro jóvenes tomando su baño e higiene completa No se permitirá platica durante este tiempo.

• La confrontación continuara siendo la norma del personal.

• No se le permite a las estudiantes obtener estatus durante Programación Alterna.

• Se le permite a las estudiantes visitas de acuerdo a la política y procedimiento de visitas para Estatus de Orientación/Novato.

• A las jóvenes se les permite participar en eventos deportivos según aprobación de la gerencia y el equipo de manejo de casos.

• La hora de acostarse será a las 7:30 p.m. para todas las estudiantes.

• Los siguientes requisitos se cumplirán diariamente: Hasta cuatro elementos físicos, hasta seis elementos educacionales, cuerpo inferior 18/20 de 11:00 - 12:00, 30/30 de 3:00 – 4:00, cuerpo superior 18/20 de 5:00 – 6:00 y una hora de tiempo libre estructurado de 6:30 – 7:30.

Curriculum de Aprendizaje Estudiantil Estatus Estudiante

La Academia JoAnn Bridges opera sobre un modelo cognitivo/comportamiento, que se concentra


en reforzar los comportamientos prosociales. Dentro de este modelo cognitivo de comportamient6o hay cuatro distintos niveles que cada estudiante puede alcanzar. Estos niveles particulares incluyen: Novato (orientación), Interna, Contribuidor, y Líder/Mentor. Los privilegios y responsabilidades se repartirán a manera que la estudiante se gradúa de un estatus al siguiente. Las consecuencias están diseñadas para ayudar a ensenar y reformar comportamientos más apropiados con la edad, y socialmente aceptables. Si una estudiante está trabajando para obtener su estatus de Contribuidor, debe esperar 30 días después de ser encontrada culpable de una violación de regla mayor antes de que pueda recibir su estatus. Si una estudiante está aplicando para su estatus de Líder/Mentor, debe esperar 35 días antes de que pueda obtener sy estatus después de haber sido encontrada culpable de violación de una regla mayor. Todo informe de incidente pendiente debe resolverse antes de que una estudiante pueda avanzar dentro del sistema de estatus.

Estatus Novato (Orientación) : El objetivo principal de este estatus es de que la nueva estudiante se ajust3e a las reglas del programa, aprende a recitar las normas del programa, y comience a identificar las razones de su colocacion. La nueva estudiante permanecerá en estatus de orientación por un mínimo de cuarenta (40) días. Para el primer dia de su colocacion, la estudiante no obtendrá UN CREDITO sino que trabajara con el personal de Orientación o el Gerente Teurapeutico que le ha sido asignado como medio de introducirse a la policitas y procedimientos de la Academia JoAnn Bridges. El avance del estatus de Orientación requiere del siguiente criterio:

A. La estudiante debe obtener un mínimo de cuarenta y cinco (45) créditos.

B. La estudiante debe pasar la prueba del manual estudiantil con un mínimo de 80%.

C. La estudiante debe mostrar comportamiento apropiado en clases, evidenciado por informes escritos provenientes del personal educacional.

Comportamiento Mientras en Orientación: Las jóvenes dentro del Programa de Orientación debe seguir las normas establecidas del Programa señaladas dentro del Manual Estudiantil. Las violaciones a estas normas serán confrontadas por el personal y serán utilizadas para determinar su evaluación de comportamiento (EC). Se podrán quitar créditos por ofensas consistentes que violan las normas del programa como resultado de la audiencia disciplinaria. Un porcentaje de los créditos totales pueden ser/serán removidos por violaciones mayores de las reglas del programa mediante el uso de los procedimientos disciplinarios. Una estudiante que continua exhibiendo un comportamiento no responsivo/negativo durante el elemento después de que haya renunciado a su oportunidad de obtener su evaluación de comportamiento por el dia y los créditos iniciales hayan sido retirados, será considerada no responsiva y referida al Programa de Reenfoque. Cualquier acto que viola la ley criminal podra ser enjuiciado, a discreción del programa.


Para todas las estudiantes registradas en el Programa de Orientación a su llegada, la meta es obtener 45 créditos para ser ELIGIBLE para graduarse al programa general. Las estudiantes tendrán la oportunidad de obtener hasta tres créditos al dia. Las Evaluaciones de Comportamiento y Notas de _Progreso Diario se llevarán a cabo todos los días para proporcionar a la estudiante con retroalimentación inmediata referente a su comportamiento dentro del ambiente de cultura normativa. El Análisis de Comportamiento será evaluado en base a la actitud y cumplimiento de la estudiante en elementos diarios (movimientos de de las filas, comedor, quehaceres, etc.) , principales elementos del programa (PEP) (entrenamiento deportivo, clases, carrera de 2 millas/circuitos de Curriculum) y su disposición de participar en módulos educacionales nocturnos. Las evaluaciones diarias del comportamiento de la estudiante serán evaluadas en su habilidad o capacidad de:

• Modelar comportamiento positivo

• Modelar un comportamiento seguro

• Complete los rituales de bienestar físico

• Acepta retroalimentacion/Cambie su comportamiento

• Participa en Círculos de Liderazgo, Grupos Comunitarios, y Reuniones de Equipo

• Completa sus obligaciones; lo mantiene listo para inspección

• Demuestra comportacion escolar positivo, completa las tareas escolares

• Sigue las normas de la unidad

• Sigue las normas de movimiento dentro de las filas

• Se ofrece para actividades extracurriculares

Las estudiantes involucradas activamente en su proceso de orientación serán premiadas con un (1) crédito de bono. Una estudiante que recibe un campo de fuerza verde en cada elemento estará elegible para “Estudiante del Dia”, etc. Al contrario, las estudiantes que no cumplen con los estándares mínimos no obtendrá su crédito para ese dia y se le dará la oportunidad de tratar de nuevo el siguiente dia.

Además, se han identificado las siguientes expectaciones de comportamiento para el estatus de Novato (Orientación):


• Seguir consistentemente las reglas y expectaciones del programa

• Aprender y completar quehaceres como indica el personal

• Identificar razones de su colocacion.

• Aprender a verbalizar el nivel del sistema.

• Mostrar nivel básico de respeto hacia personal, compañeras, y otros.

• Exhibir habilidad básica de verbalizar problemas que necesitan abordar.

ESTATUS DE INTERNA: En esta fase del programa, la estudiante no solo ha aceptado la necesidad de cambiar su comportamiento auto destructivo, sino que está comenzando a tomar parte activa en el proceso de cambios. La estudiante comienza a mostrar niveles básicos de visualización a su comportamiento y comienza a desarrollar una comprensión de su propio patrono de pensamiento distorsionado. La estudiante comienza a exhibir responsabilidad por comportamiento personal, pero continúa luchando con asuntos de su interior y aquello relacionado con la familia. Es hacía en\l final de esta fase que la estudiante podra parecer estar aislándose como medio de separarse de las influencias negativas. El avance desde Interna a estatus de Contribuidor requiere del siguiente criterio:

A. La estudiante debe mostrar un comportamiento apropiado dentro de clases, evidenciado mediante informes escritos por el personal de Educación.

B. La estudiante debe mostrar comportamiento apropiado en grupos, evidenciado por formularios de “Evaluación de Participación de Grupos” completados por todos los facilitadores de grupo.

C. La estudiante debe diseñar un plan de tratamiento por escrito (que aborda sus asuntos personales e identificados y se enfoque en fijar metas y desarrollar recursos para trabajar en estos asuntos) y que sea aprobado por el Gerente Teurapeutico, el Director de Servicios Estudiantiles, y el Director del Programa.

D. Dos (2)a cuatro (4) semanas previos a adelanto presentido, la estudiante debe solicitar que su GT notifique a todos los miembros del personal en una reunión de equipo de que ella comienza a trabajar hacia su estatus de Contribuidor. Después de este anuncio, la estudiante debe acudir a cada miembro del personal y obtener informe escrito especifico en cuanto a en que es lo que ella necesita trabajar a fin de obtener su estatus de Contribuidor. La estudiante y su GT deben monitorear su progreso en estas metas y determinar cuando ella está lista para presentarse para su estatus.


E. Cuando la estudiante y su GT determinen que todas las expectaciones hayan sido cumplidas, ella debe dar una presentación oral (en la cual la estudiante da una esquema breve sobre como ella ha cumplido con las expectaciones del estatus de Interna, reflejarse en sus logros, y discute como pretende abordar sus metas de tratamiento en la Academia JoAnn Bridges y dentro de la comunidad) a los Contribuidores en una reunión semanal de equipo. La estudiante debe responder a preguntas referente a su presentación y recibir comentarios provenientes del personal.

F. Después de la presentación y la completacion de todos los requisitos previamente enumerados, el equipo de liderazgo discutirá la presentación y darán su aprobación para el avance.

• Además, lo siguiente son las expectaciones del estatus de Interno:

• Demostrar habilidad de anticipar futuras consecuencias del comportamiento.

• Mostrar responsabilidad por su propio comportamiento y consecuencias asociadas con

aquellas decisiones

• Comenzar a formular metas a largo plazo.

• Demostrar habilidades de solución de problemas y manejo de conflicto.

• Exhibir un nivel consistente de auto manejo de su propio comportamiento

• Reconocer el impacto de comportamiento previo y actual en las demás personas.

• Responder a informes provenientes de otros.

• Comenzar a confrontar a las compañeras en forma apropiada y con preocupación.

• Comunicarse con personal concerniente a comportamiento disfuncional de compañeras, en grupos y programa.

• Modelar comportamiento positivo,

ESTATUS DE CONTRIBUIDOR: En esta fase del programa, la estudiante comienza a aplicar los conocimientos y habilidades al comportamiento emocional y problemas familiares que causaron o contribuyeron a su colocacion. Ella es un modelo consiste a seguir en el medio y confronta el comportamiento negativo por medios apropiados. La estudiante está desarrollando un


sentido de empatía por sus víctimas y posee un sentido fuerte de como su comportamiento afecta a los que la rodean. La estudiante es capaz de identificar y utilizar un número limitado de herramientas de seguridad o comportamiento alternativo para contrarrestar sus patronos de pensamiento distorsionado. Ella puede desarrollar y practicar sus habilidades interpersonales tanto con el personal como con las compañeras y posee una comprensión básica de las estructuras de poder que existen dentro de las relaciones. La estudiante también comienza a planificar activamente su retorno a la comunidad e identifica necesidades y posibles dificultades. El avance desde Contribuidor hacia el estatus de Líder/Mentor requiere del siguiente criterio:

A. La estudiante debe completar el paquete de estatus de Contribuidor y que las tareas sean aprobados por su Gerente Teurapeutico,

B. La estudiante debe mostrar comportamiento apropiado dentro de clases, como se evidencia mediante la obtencion de informes escritos del personal de Educacion.

C. La estudiante debe demostrar comportamiento apropiado dentro de los grupos, como se evidencia mediante formularios de “Evaluacion de Participacion de Grupo” completados.

D. La estudiante debe completar una revision por escrito de su progreso en su Plan de LOGRO y actualizar sus metas y objetivos de su Plan. Esta tarea debe ser aprobada por su Gerente Teurapeutico.

E. La estudiante debe nuevamente hacer una presentacion oral (en la que la estudiante debe resumir brevemente como ha cumplido con las expectaciones del estatus de Contribuidor, meditar en sus logros, y describir su plan para el siguiente estatus y para su futuro despues de egresar de la Academia JoAnn Bridges hacia el Consejo de Contribuidor. La estudiante tendra que responder a preguntas y recibir retroalimentacion acerca de la presentacion.

F. Despues de la presentacion y la determinacion de que todo criterio ha sido completado, el equipo de Liderazgo discutira la presentacion y dara su aprobacion para su avance.

Ademas, las expectaciones de nivel para el estatus de Interna incluyen:

• Desarrollar y disenar planes de tratamiento a largo plazo e identificar pasos necesarios para lograr las metas.

• Mantiene consistentemente el patrono de comportamiento auto-dirigido.

• Asume un papel de apoyo con el personal no solamente para tareas del programa, sino para la operacion del programa,

• Verbaliza y demuestra proeficiencia en la resolucion de problemas y manejo de conflictos.

• Toma la iniciativa en cuanto a problemas personales.


• Critica y monitorea consistentemente su propio comportamiento.

• Muestra un papel consistente de modelo de comportamiento.

• Requiere un minimo de retroalimentacion por parte del personal.

• Apoya consistentemente al programa y al personal.

ESTADO DEL LIDER / MENTOR: En esta fase del programa, la alumna es capaz de reforzar su propio crecimiento y progreso a través del modelaje de roles y la enseñanza de otros y tomando la iniciativa y la propiedad para aplicar nuevas habilidades y comportamientos a su hogar, comunidad y visitas familiares. Ella está planeando y preparándose para su regreso a la comunidad. El estudiante es capaz de identificar su ciclo de reactividad y utilizar técnicas de reestructuración conocidas para romper el ciclo y evitar la recaída. Ella expresó empatía por los que la rodean y utiliza la culpa sana como un medio de guiar sus procesos de toma de decisiones. El estudiante es capaz de establecerse como independiente del apoyo del personal, como lo demuestra su capacidad de exhibir los siguientes comportamientos:

• • Función autónoma en las tareas del programa. • • Discutir los temas del programa. • • Verbalizar y comprender el concepto de impacto y empatía de la víctima. • • Consistentemente exhiben un comportamiento positivo del modelo de conducta. • • Afrontar abiertamente a sus compañeros con respecto al comportamiento negativo. • • Abordar abiertamente los conflictos con los miembros de la familia. • • Demostrar un dominio del pensamiento erróneos auto identificados y las herramientas de

seguridad. • • Demostrar capacidad para funcionar con menos estructura. • • Orientar a nuevos residentes. • • Participar con liderazgo en las reuniones del Círculo y otros grupos. • • Desarrollar su propio plan de transición. • • Tener pases en forma exitosa fuera del campus, con fines educativos y académicos. • • Iniciar nuevos contactos sociales (iglesia, AA, mentor). • • Iniciar nuevos contactos comunitarios (educación, vocación y tratamiento). • • Desarrollar un plan de tratamiento propio (familia, abuso de sustancias, medicina y

educación / • • vocacional, etc.) • • Documentar su propio progreso mediante las notas de Progreso Diario. • • Participar en el medio y presentar temas en las reuniones semanales del Consejo de

Contribuyentes según lo programado. En la Academia JoAnn Bridges • • Demostramos respeto mutuo y nunca usar la dignidad ajena.


• • Ayudamos y cooperamos unos con otros, mostrando orgullo en los logros de nuestros compañeros. • Aceptar la responsabilidad de nuestro comportamiento e intervenir cuando nuestros compañeros muestran un comportamiento negativo. • Respetar la propiedad. • Demostrar autoestima a través de la limpieza, con un salón con aspecto limpio y ordenado. • Un estudiante es siempre una mujer joven. Horarios diarios La Academia JoAnn Bridges ofrece dos horarios diarios diferentes. Si tiene alguna pregunta acerca de estos horarios, puede preguntar a cualquier miembro del equipo de vida del grupo. Los ejemplos son los siguientes:

Horario de Lunes –Viernes 6:15am Levantarse/ rol de llamado en la puerta/supervisión de arreglo de cama 6:15am – 7:00am Higiene, revisión de actividades diarias 7:00am – 7:25am Llamado a las enfermas 7:25am – 7:55am Desayuno/ Administration de medicamento 8:00am – 8:50am Bloque 1 – Tema Académico (ejemplo, matemáticas) 8:55am – 9:45am Bloque 2 – Tema Académico (ejemplo Estudios Sociales) 9:50am – 10:40am Bloque 3 – Tratamiento de grupos (Periodo de Preparación del Maestro) 10:45am – 11:35am Bloque 4 – Tema Académico (ejemplo, Ciencias) 11:40am – 12:30pm Bloque 5 – Tema Académico (ejemplo Ingles/ Artes del Lenguaje) 12:35pm – 1:05pm (30 min) Almuerzo / Administración de Medicamento 1:10pm – 2:00pm Bloque 6 – Tema Académico (ejemplo otro tema central o electivo) 2:05pm – 2:55pm Bloque 7 – CTE 3:00pm – 3:50pm Bloque 8 – Salud y bienestar 4:00pm – 5:30pm Bloque 9 – Deporte, CTE 5:35pm – 6:15pm Grupo de Desarrollo de Habilidades Positivas 6:20pm – 6:50 pm (30 min) Cena y Medicación 6:55pm – 8:00pm Hora de apoyo Educativo (tutoría, Guías de Recursos para los Estudiantes) 8:00pm – 8:30pm Programa de la Tarde: duchas /escritura de cartas/llamadas por teléfono/ lectura

8:30pm – 8:45pm Reunión de Equipo (Revisión del cumplimiento de las metas) 8:45pm Hora de dormir (Principiante- comienzo de chequeo de camas) 9:00pm Hora de dormir (Interno) 9:15pm Hora de dormir (contribuidor)

• • •


• • • HORARIO SABADO Y DOMINGO •

Horario Sabado-Domingo 7:00am Levantarse/rol de llamado en la puerta /Chequeo de camas 7:00am – 7:35am Higiene/ revisión de actividades diarias, tareas 7:35am – 8:00am Llamado a las personas enfermas 8:00am - 8:30am Desayuno y Administración de medicamentos 8:30am - 9:30am Servicios Religiosos/ Entrenamiento de Moral y Ética/ Estudio 9:30am – 10:30am Salud y Bienestar 10:30am - 11:30am Grupo DBT 11:30am – 12:00pm Limpieza del sitio/ Área de responsabilidad 12:00pm – 12:30pm Almuerzo y Administración de Medicamentos 12:30pm – 3:00pm Visitas Familiares con Deportes/ Recreación/ Tiempo Libre para aquellos que

no tienen visitas 3:00 – 4:15 pm Grupo Comunitario de Organización Positiva 4:15pm – 5:15pm Programa de Ducha 5:15pm – 5:45pm Cena y Medicación 5:45pm – 8:45pm Programa Vespertino: Merienda/ Estatus del Programa de Actividades con

opciones incluyendo: Escrituras de Cartas/Llamadas Telefónicas/Tiempo Personal Constructivo/ Noticias o Deportes

8:45pm – 9:00pm Reunión del Equipo 9:00pm Hora de Dormir (novatos y Pasantes) (Comienzo del cuequeo de camas) 9:15pm Hora de Dormir (Contribuyentes) • • • • * En el horario de vacaciones seguirá el horario de los sábados a menos que sea cambiado

por el Director de Servicios Estudiantiles o el Administrador de Servicio. • • TRASLADO • Transición en la casa • 1. Los estudiantes deben alinearse en una sola fila, de la distancia de lo largo de su brazo

de la persona frente a usted, y permanecer en silencio durante el traslado. • 2. Los estudiantes deben detenerse en las puertas, hasta que todos los residentes estén listos

para el traslado, esperar a que el personal de instrucciones, antes de salir de cualquier habitación.

• 3. Los estudiantes deben permanecer en silencio cuando estén en el pasillo. (¡No hablar!) • 4. Al hacer el traslado individualmente, debe pedir permiso para moverse de una habitación

a otra. El personal necesita saber su paradero en todo momento. • • Transición


• Los estudiantes deben alinearse con la distancia de lo largo de sus brazos de la persona que está frente a usted. La línea de traslado debe permanecer recta, unida y ordenada durante el transporte. ¡ABSOLUTAMENTE NO HABLAR O HACER GESTOS DURANTE EL TRASLADO! No hacer gestos ni hablar con otros estudiantes. Cualquier estudiante que no pueda seguir estas reglas será colocado en el Programa de Reenfoque.

• • Comida • • Comidas: Desayuno: 7:25 A.M. Días de semana, 8:00 A.M. Fines de semana • Almuerzo: 12:00 p.m. Días laborables, 12:00 P.M. Fines de semana • Cena: 6:20 P.M. Días laborables, 5:15 PM. Fines de semana • • Los estudiantes deben esperar a que todos en su mesa tomen sus comidas y se sienten antes

de entablar una conversación. • ¡Permanezca sentado! Debe tener permiso para estar fuera de su asiento. No hablar o hacer

gestos a los estudiantes en otras mesas sin permiso del personal. Se espera que muestre los modales apropiados en la mesa. (Use utensilios apropiados, mastique con la boca cerrada, no tire comida, no se siente ni ponga los pies sobre las mesas.) No hay comida compartida entre los estudiantes y el personal. Nuestro énfasis en la Academia JoAnn Bridges es en la salud; Los estudiantes tienen una variedad de opciones de comida y pueden pedir ½ porciones.

• • Limpiar por sí mismo: • • • Coloque la tapa de nuevo en la bandeja cuando termine, pida permiso para levantarse de

su asiento • • Apague el calentador de las bandejas de alimentos (tenga cuidado de no salpicar las

paredes y no tire la bandeja hacia abajo). • • Horario de Servicio: • • • Las mujeres jóvenes que deseen ayudar a servir comida en la cocina deben ser parte del

programa culinario, graduado de escuela secundaria y / o estudiante colaboradora. Todos deben estar en buen estado con el equipo de liderazgo y ser aprobadas por el personal médico.

• • Los bocadillos son distribuidos por el personal. • • • • Programa Matutino


• A continuación, se enumeran las reglas de la mañana y las responsabilidades en su unidad. • • Limpieza / tareas • Cada salón tendrá una lista de tareas que se asignan a las estudiantes. • Cada tarea tendrá una descripción de cómo se va a realizar y se publicará en la pizarra de

anuncios de las alumnas en el salón. • Se le asignarán tareas semanales. (Vea la lista de tareas y las descripciones publicadas en

la sala de espera.) • GL o encargado iniciará la inspección de las tareas del estudiante. Una vez finalizada la

tarea asignada, se proporcionará la retroalimentación. • • Programa Vespertino • Los estudiantes deben tomar una ducha durante el programa Matutino o Vespertino, según

lo designado. A continuación, se presenta el protocolo previsto para el elemento de duchas e higiene.

• • El personal encargado de el baño le informará a todos cuándo comenzar las duchas. • • Cada grupo tendrá 10 minutos para ducharse. • • Al finalizar el primer grupo de duchas, los estudiantes que terminen pondrán su ropa sucia

en la cesta de la ropa sucia. • • Se le permite rasurarse una vez por semana, los domingos. La puerta debe permanecer

abierta en todo momento durante este tiempo. • • Todas las rasuradoras serán guardadas por el personal. Cada estudiante tiene su propia

rasuradora, que está etiquetada con su nombre. El personal es responsable de distribuir las rasuradoras y de monitorear a los estudiantes. El personal es responsable de asegurarse de que las rasuradoras sean devueltas después de cada uso.

• • Si necesita una rasuradora nueva, la rasuradora antigua es entregada al personal y se le entregara una nueva.

• • Los artículos de higiene se guardan en una canasta o en la habitación del estudiante si usted es un Colaborador / Mentor Líder. Los estudiantes pueden cuidar de sus necesidades de higiene después de que el programa de la ducha ha terminado.

• • No se le permite comerciar o usar los artículos de higiene de los demás. • • • Los colaboradores pueden ayudar a ejecutar las normas de 5 minutos y los estudiantes

que se están preparando para este estatus pueden ayudar, con el permiso de su Gerente Terapéutico.

• • • • PROCEDIMIENTOS DE LAVADO: •


• Política: • Asegurar que las mujeres jóvenes reciban ropa limpia e instrucciones sobre los

procedimientos apropiados para el mantenimiento de su ropa. • • Procedimiento: • Lavandería: • • El servicio de lavandería se considerará una tarea semanal que se asignará a dos

estudiantes internos y superiores (un estudiante en una habitación numerada y un estudiante en una habitación impar).

• • La ropa de la escuela debe ser lavada cada dos días según el número de habitación (los números impares de la habitación lavarán los días impares del mes, etc.).

• • Toda la ropa de entrenamiento se lavará diariamente directamente después de realizar los ejercicios.

• • El servicio de lavandería se iniciará durante el programa de tareas matutinas, se cambiará después de haber hecho sus ejercicios y luego se completará antes de la cena

• • La ropa de cama se lavará cada dos semanas los sábados y domingos. • • El personal de Nocturno lavará, secará y doblará la ropa. Una vez dobladas, las prendas

de cada estudiante se colocan dentro de su habitación. • Normas de lavandería: • • Ropa limpia, toallas y ropa interior están disponibles en la entrada a las instalaciones de

lavado y se proporcionan en cada área de lavandería común. • • Toda la ropa está etiquetada para asegurar que cada estudiante reciba su misma ropa todos

los días. • • Se dispone de un almacén de ropa, ropa de cama y ropa de cama que excede la necesidad

de la instalación y es adecuado para atender las necesidades proyectadas de la institución. Cada joven recibe su propio edredón.

• • Plancha y tabla de planchar • • Cada salón está provisto de plancha. Éstos deben ser usados solamente en áreas

designadas. • • No se permiten pliegues en la ropa. El código de vestimenta sigue siendo el mismo cuando

se usa etiqueta de planchado. • Los estudiantes deben tener mucho cuidado al usar planchas. Las planchas pueden causar

graves quemaduras y también pueden arruinar la ropa si no se usa correctamente. Nunca deje las planchas desatendidas cuando está encendido.

• • • • Higiene del Estudiante / Vestido


• • Cada estudiante debe practicar una buena higiene y vestirse apropiadamente para el día, que es determinado por el supervisor de turno.

• • Los Consejeros llamarán a las estudiantes en grupos para que usen el baño, se laven y se cepillen los dientes. Cada estudiante tiene cuatro minutos para completar la higiene matutina.

• • Se espera que use el vestido apropiado para el día. Sila vestimenta es inapropiada se le llamara la atención y la estudiante no se le permitirá salir de la unidad hasta que ella acepte el llamado de atención y se ponga la ropa apropiada. Esto puede afectar su evaluación diaria del comportamiento. Estar fuera del código de vestimenta es un día rojo.

• • Los líderes / mentores pueden llevar su propia ropa a la escuela, visitas y actividades fuera del sitio.

• • Uñas de los pies • Las uñas deben mantenerse limpias, y recortadas. El crecimiento de la uña no debe exceder

1/8 de pulgada. Las uñas acrílicas no están permitidas en ningún momento. Las uñas y las de los pies deben ser cortadas / recortadas en el área común bajo supervisión del personal. La estudiante debe recoger sus uñas después de que haya terminado y tirarlas a la basura. El corte de uñas y pedicura se realiza los domingos.

• • Ropa • Todos los estudiantes del programa de la Academia JoAnn Bridges recibirán un uniforme

para llevar durante su estadía y fuera de las citas del campus. La única vez que se le permitirá llevar sus propios artículos de ropa será si gana la aprobación de Líder / Mentor. Líder / Mentores serán aprobados para usar ropa personal en visitas, fuera de la escuela y en la escuela. La ropa debe ser aprobada por los Gerentes Terapéuticos y los Supervisores de Turno. En este nivel todos los artículos de ropa deben ser aprobados por el personal. Se permitirán ocho (8) conjuntos de ropa interior, sostenes y calcetines. Las siguientes normas se aplican a toda la ropa:

• • 1. Toda la ropa debe estar limpia y libre de olores. • 2. La ropa rasgada debe ser reparada usando el kit de costura ubicado en cada • Sala de estar. • 3. Se prohíbe toda ropa diseñada para ser usada para marcar el cuerpo. • 4. No se permitirá la ropa que represente sustancias o actividades ilegales, actos sexuales,

identificación de pandillas (incluyendo los colores de su pandilla), profanación escrita u otro comportamiento inapropiado.

• 5. Los pantalones deben ser usados en la cintura, y no en sus caderas. (NOAPRETADOS). • 6. Los zapatos y / o los calcetines deben ser usados durante las horas del programa. • 7. Los sujetadores deben ser usados en todo momento, excepto cuando estén en la

intimidad de su propia habitación.


• 8. Las estudiantes deben estar completamente vestidas con sus uniformes cada vez que salgan de sus habitaciones. Las únicas excepciones son que los camisones / pijamas se pueden usar en el pasillo cuando un residente está saliendo de su ducha o durante los descansos después de dormir.

• 10. Los zapatos deben ser de suela blanda (sin tacos de acero, o botas de suela dura). • 11. Sólo se permite la joyería aprobada por JoAnn Bridges. Los estudiantes pueden pedir

permiso para usarlas. Joyería, cinturones y otros accesorios de moda que porten se almacenarán en la caja fuerte. Otras pertenencias personales serán almacenadas en su habitación.

• 12. Se espera que lleve ropa a la cama en todo momento. • 13 No se permitirá ningún pañuelo para el cabello o el cuerpo. • 14. Cualquier artículo confiscado será devuelto a usted con pérdida de crédito para el día

Y estado de Orientación, "reducción de color" para los estudiantes principales. • • USTED DEBE MANTENER EL VESTIDO APROPIADO DURANTE TODO EL DÍA.

EL PRINCIPAL PROPOSITO ES QUE SU APARIENCIA SEA LIMPIA, ORDENADA Y APROPIADA

• • Ropa Artículo Estado Monto Emitido

Calcetines Novato, Interno, Colaborador, líder/Mentor 4 pares Blúmer Novato, Interno, Colaborador, líder/Mentor 4 pares Brasier Deportivo Novato, Interno, Colaborador, líder/Mentor 2 Camiseta (Logo) Novato, Interno, Colaborador, líder/Mentor 2 Calzoneta Deportiva Novato, Interno, Colaborador, líder/Mentor 2 Khakis Interno, Contribuidor, Líder /Mentor 2 Camiseta Interno, Contribuidor, Líder/Mentor 2 Corpiño (Camiseta blanca para usar bajo la ropa) Interno, Contribuidor, Líder/Mentor 2 Pantalón Negro de vestir Interno, Contribuidor, Líder/Mentor 1

Vestido formal color Maroon Interno, Contribuidor, Líder/Mentor 1 Buso Atletico Novato, Interno, Contribuidor, Líder/Mentor 2 Sudadera Novato, Interno, Contribuidor, Líder/Mentor 2 Tenis Deportivos Equipo deportivo 1par Tenis Atléticos para correr Novato, Interno, Contribuidor, Líder/Mentor (Ver la sección siguiente) 1

Zapatos del Personal Contribuyente Contribuidor, Líder/Mentor 1 Chaqueta de Cuero para Chicas Contribuidor, Líder/Mentor 1 Camisa de Botones (Blanco, gris, negro con una camisola o suéter gris o negro, si el tiempo lo permite)

Contribuidor, Líder/Mentor 2

Zapatos de Vestir (Calcetines: blancos, grises, negro y color piel)

Contribuidor, Lider /Mentor 1 par

Calzoneta estrech Novato, Interno, Contribuidor, Líder/Mentor 1 par


Uniforme Deportivo especifico Equipo Deportivo 1-2 Chaqueta Novato, Interno, Contribuidor, Lider/Mentor 1 (estacional) Gorra Deportiva especifica Equipo Deportivo 1 Sombrero (beanie) Novato, Interno, Contribidor, Lider/Mentor 1(estacional) Guantes Novato, Interno, Contribidor, Lider/Mentor 1 par (estacional) Ropa de Dormir Novato, Interno, Contribidor, Lider/Mentor Pantalones cortos y camiseta,

pijama

• • Normas de ropa: • • Sin flacidez de los pantalones. • • Camisetas metidas bajo la ropa • • Lengua de zapatos de tenis bajo el ruedo de la pierna del pantalón • • Normas de accesorios: • • Las bandas de reloj metálicas no están permitidas. • • Los estudiantes colaboradores y líder / mentor pueden tener bolígrafos de tinta, de color

púrpura (sólo uno). Las plumas se deben guardar en el cuarto de las muchachas y pueden estar en su posesión en la escuela.

• • Elemento del programa Vestimenta: • Colegio: • Los principiantes (Orientación) usan sudadera o ropa Deportiva. Las estudiantes deben usar

pantalones, (pantalones cortos en verano), polos y tenis Deportivos para clases. Durante los meses de invierno, las chaquetas y las sudaderas se quitan en clase. Los estudiantes de Líder / Mentor usarán pantalones, (pantalones cortos en el verano), y un top / camisa apropiada y aprobada.

• • Salud y Bienestar: • • • Todos los estudiantes deben usar pantalones de entrenamiento (pantalones deportivos y

camisetas en verano), sudaderas y calzado deportivo. • • Entrenamiento Deportivo / Vocación: • Todos los estudiantes usarán ropa de Deporte o uniformes deportivos específicos para el

entrenamiento deportivo. Los estudiantes en las clases profesionales usarán ropa apropiada y tenis deportivos.

• • Fines de semana:


• Los estudiantes usarán camisetas ROP y pantalones cortos marrón en los meses de verano con sus zapatos deportivos ROP. En los meses de invierno, las sudaderas y buzos se llevará junto con su ROP tenis deportivos.

• • Visitas: • Durante las visitas los estudiantes estarán en traje profesional. • • Normas de ropa: • • Toda la ropa debe estar limpia y en buen estado. • • Sin flacidez de los pantalones. • • Las camisetas deben ser metidas en los pantalones. • • Los estudiantes usan ropa que se les da solamente. Los estudiantes no deben compartir

ropa. • • Toda la ropa debe ajustarse y tener el tamaño adecuado. • • La ropa / uniformes deportivos sólo se usan para el tiempo de ejercicio y no se usarán en

las aulas ni en los alrededores de la escuela a menos que sean aprobados por el supervisor de turnos / entrenador de atletismo.

• • Toda la ropa debe llevarse puesto para el momento que fue diseñada para ser usada. • • Las gorras deben usarse al menos dos dedos de distancia de las cejas. Las gorras solo se

usarán durante actividades externas prolongadas. Las gorras deben ser usadas solamente en el exterior.

• • Los zapatos deben estar puestos y amarrados en todo momento. Se deben usar zapatos de cordones.

• • • Normas de accesorios: • • Todos los estudiantes de estatus pueden usar relojes. Los relojes deben tener una banda

suave (nylon, caucho, cuero). Las bandas de reloj de metal no están permitidas. • • Las medallas religiosas o los collares no se usarán, pero pueden ser guardados con

artículos personales. • • Los estudiantes colaboradores y los mentores pueden tener bolígrafos de tinta, de color

púrpura solamente. (Máximo dos). Las plumas se pueden guardar en el cuarto de la muchacha. Las plumas son provistas por el Director del Programa o su designado.

• • Política de calzado: • • Todos los estudiantes de la Academia JoAnn Bridges reciben un par de tenis para correr. • • Los estudiantes con estatus de Colaborador y Líder / Mentor pueden usar los zapatos

provistos o zapatos corrientes provistos y / o de juego que cumpla con los siguientes criterios.

• • Estilo de zapato para uso diario / general.


• •Zapatos de amarrar ... sin cremalleras o velcro. • • No estilos relacionados con pandillas ni colores escandalosos. • • Marca claramente marcado en la lengua interior de los zapatos. • • No intercambiar o dar a otros estudiantes. • • Si un estudiante Contribuyente o Líder / Mentor pierde su estatus, dejará sus zapatos

personales en su closet y llevará los zapatos provistos. • • Si otro estudiante es encontrado usando zapatos que pertenecen a un Contribuyente o

estudiante de Líder / Mentor, los zapatos serán tomados y colocados en la propiedad del estudiante.

• •

Unidad del Programa

• A las estudiantes con un estatus más alto se les permite el privilegio de usar la sala multiusos y las áreas comunes a discreción del personal.

• Ellos no se irán a acostar antes de la cena.

• No está permitido estar en el área de sala a menos que esté acompañado por un miembro del personal.

• Cada vez que entra en el área de sala; La norma de los 5 minutos es efectiva. Al entrar en la sala de espera se sienta por su puerta hasta que sea llamado por su nombre, Usted dirá "AQUÍ", levante su mano y será despachado a su habitación.

• La duración del tiempo en el área de sala será determinada por el horario diario.

• Los estudiantes con estatus de contribuyente son responsables de asegurar que las normas del sitio sean cumplidas y de ayudar a monitorear el área de sala.

• Los internos y novicios deben estar en sus habitaciones a menos que el horario indique lo contrario. (Es decir, escribir cartas, leer, estudiar, juegos de mesa).


• Deben apoyar al personal modelando el comportamiento esperado por las normas del sitio, así como las directrices del sitio.

• Al final de la cena, usted procederá a su elemento vespertino.

• Las reuniones de equipo se llevarán a cabo durante el programa de PM.

• El tiempo restante en el área de sala se utilizará para elaborar cartas y hacer la tarea.

Ppolítica de corte de pelo

Asegurar que se cumplan los procedimientos y lineamientos apropiados para los cortes de pelo de los estudiantes y para colaborar al desarrollo de hábitos de salud apropiados. Usted tiene el derecho de determinar la longitud y estilo de su pelo, excepto en casos individuales donde tales restricciones son necesarias por razones de salud y seguridad. Las restricciones podrían incluir la eliminación del cabello cuando lo ordenen las autoridades médicas en el tratamiento de infecciones capilares o piojos. El pelo se usará de una manera representativa de los peinados convencionales predominantes usados en la comunidad en general. Los estudiantes que deseen estilos de cabello cerca del cuero cabelludo pueden seleccionar dos o más de altura. A todos los estudiantes se les proporcionara un lazo elástico para amarrar el pelo hacia atrás. Las extensiones pueden ser aprobadas para los colaboradores y líderes / mentores.

Procedimiento:

• Un estilista de cabello privado proporcionará cortes de pelo cada cuatro a seis semanas en JoAnn Bridges.

• Los GLs prepararán una lista de estudiantes que necesitan cortes de pelo para la próxima visita.

• El personal acompañará a todos los estudiantes al lugar designado para los cortes de pelo.

• Los estudiantes recibirán cortes de pelo en el orden en que lleguen, a menos que se indique lo contrario por el Consejero Viviente del Grupo.


• Los estudiantes con creencias religiosas o culturales aprobadas están exentos de los requisitos de longitud de pelo cuando son aprobados por el director. Se aplicarán todos los demás procedimientos de higiene.

Estándares para peinados

• Los estilos de corte de pelo deben ser sensatos, convencionales y fáciles de manejar. Los peinados cortos y largos son apropiados.

• Todos los estudiantes tendrán la oportunidad de arreglarse el cabello.

• Para el propósito del aseo, el pelo largo será llevado en una cola de caballo y atado con un lazo elástico durante programas académicos y de la aptitud.

• No se permitirá el uso de colorantes, luces o uso de productos químicos en el programa regular. A los estudiantes de estatus se les puede permitir su cabello teñido, resaltado y permanente con permiso de la administración.

• Las solicitudes de trenzas capilares, rizos, rollos de palma o torsiones de doble hebra deben ser aprobadas por el Supervisor de Turnos / Gerentes Terapéuticos.

• Las niñas afroamericanas y de esa descendencia recibirán los productos necesarios para mantener el cabello saludable.

Política de televisión

• Los Contribuyentes podrán ver la televisión durante su noche de privilegio. Programas deportivos, eventos actuales o un video / DVD aprobado solamente.

• Cualquier otra ocasión se le permitirá ver la televisión con la aprobación del supervisor de turno. Esto puede ser durante un evento actual o un evento deportivo.

• La hora programada para la televisión debe ser aprobada por la administración de la Academia JoAnn Bridges y sólo para eventos especiales, por ejemplo, olimpiadas, elecciones presidenciales, etc.

• Todos los domingos por la tarde, se presentará una película multi-cultural a los estudiantes en el salón. La película será una película educativa o basada en valores con una calificación de G, PG o PG 13. La participación de los estudiantes es obligatoria. Las películas multiculturales son seleccionadas por los supervisores de turno. Las hojas del Proceso de la Película se completarán con todos los estudiantes participantes.


• Al comienzo del año calendario, los Supervisores de Turno y los Gerentes Terapéuticos serán responsables de proporcionar películas que apoyen temas culturales asociados.

• Las películas se obtendrán a través de nuestra cuenta en línea u otras fuentes como la biblioteca pública, etc.

• Los Consejeros de vida en Grupo deben procesar y documentar todas las películas y videos vistos. Los estudiantes deben participar en esta discusión. El "Formulario de Proceso de Película / Video" será revisado por el Gerente Terapéutico y se mantendrá en un cuaderno para documentación.

• El sábado, los estudiantes que no estén en Reenfoque verán una película aprobada.

• El supervisor de turno o la persona designada revisa todas las películas antes de que se muestren con el fin de determinar la conveniencia del contenido. Sobre la base de la representación de las mujeres y su relación con el medio ambiente y su alrededor, el equipo de tratamiento ha creado una lista de películas aprobadas. La mayoría de las películas tienen calificaciones de "PG" o "PG 13". Se consideran las películas "R" que envían mensajes positivos y fuertes sobre las mujeres en nuestra sociedad. No debe haber ninguna película "R" mostrada sin la aprobación explícita del director del Programa o su designado. Si se aprueba una película con clasificación "R", debe obtenerse la autorización adecuada antes de verla. Durante la presentación de la película, el personal de JoAnn Bridges creara un debate relacionado a la película y sus personajes. Una vez finalizada la película, se lleva a cabo un grupo de revisión crítica sobre las preguntas de discusión. Algunas preguntas de ejemplo pueden ser "¿Cuál era la relación entre los personajes principales?" "¿Qué papel representó el personaje?" "¿Qué cualidades admiraste en el personaje principal?" "¿Cómo fueron vistas las mujeres en la película? ¿Esta película se relaciona con su propia experiencia? "

Comunicación del Estudiante

Todo el personal y los estudiantes de Rite of Passage deben cumplir con los lineamientos formales de la dirección. La intención del procedimiento formal es reforzar tanto el Código de Ética como la misión del programa.

Con el fin de reforzar a nuestros estudiantes las formas socialmente aceptables de comunicación con los compañeros, el personal de Rite of Passage y otros adultos, implementaremos y reforzaremos un método de dirección pública multi-sitio consistente. Este método de comunicación existirá entre todos los estudiantes y el personal en todos los niveles del programa. Requerir métodos de comunicación adecuados mientras estén en el programa ROP reforzará constantemente las prácticas de comunicación socialmente aceptables que en última instancia ayudarán en el éxito de cada estudiante.

Los apodos y / o sobre nombres no deben usarse cuando se dirigen a un personal o estudiante.


Procedimiento:

I. Estudiante a estudiante:

Todos los estudiantes deben llamar a todos los demás estudiantes por su nombre legal.

Informal / formal - todos los estudiantes se pueden llamar por su nombre.

Estudiante a otro Adulto:

Informal - Sr., Sra. O título del personal. (Apellido) _ _ _ _ _.

Formal - Señor / Señora, si el estudiante no sabe el nombre del adulto. Si el estudiante conoce el nombre entonces puede usar el Sr. o la Sra. O el título del personal de ROP.

II. Personal a el estudiante:

Informal - Nombre del estudiante

Formal - Nombre del estudiante

III. Personal al personal:

Informal - Nombre

Formal - Sr., Sra. O título del personal (apellido) _ _ _ _ _

Además, cuando una joven está hablando con un adulto que no conoce, o con un empleado o compañero en una situación formal, abordará cada comunicación con un contacto visual completo, un firme apretón de manos y o un abrazo de hombro a hombro. Para recordar esto, a cada niña se le enseñará el contacto visual, de mano, de hombro y la distancia de conversación.

Estándares mínimos:

I. Responda con una oración completa. "Sí, señora, no señora"

II. Contacto visual

III. Postura

a. Hombros firmes


segundo. Distancia de conversación

IV. Tono siempre conversacional

V. Señor/Señora/ señorita

a. Ms. Valley (estudiante al personal)

segundo. SR Sra. Título (personal al personal)

VI. No sarcasmo

VII. Fuerte apretón de manos

VIII. La dirección actual

IX. Si y No

Círculos de Liderazgo

Antes de aprender acerca de cómo los círculos de liderazgo se ejecutan, por favor tome el tiempo para estudiar la siguiente teoría de la cubeta y el cazo o cucharon, del libro "que tan lleno esta su cubeta".

La Teoría del Cazo y la cubeta

Cada uno de nosotros tiene un cubo invisible. Es constantemente vaciado o llenado, dependiendo de lo que otros nos dicen o nos hagan. Cuando nuestro cubo está lleno, nos sentimos muy bien. Cuando está vacío, nos sentimos horribles. Cada uno de nosotros también tiene un cazo o cucharon invisible. Cuando usamos ese cucharón o cazo para llenar los cubos de otras personas, diciendo o haciendo cosas para aumentar sus emociones positivas, también llenamos nuestra propia cubeta. Pero cuando usamos ese cucharón para sumergirnos en la cubeta de los demás - diciendo o haciendo cosas que disminuyen sus emociones positivas - nos debilitamos. Al igual que la copa que corre, una cubeta llena nos da una perspectiva positiva y energía renovada. Cada gota en esa cubeta nos hace más fuertes y más optimistas. Pero una cubeta vacía envenena nuestro punto de vista, deshace nuestra energía y debilita nuestra voluntad. Es por eso que cada vez que alguien toma un cucharon de nuestra cubeta, nos duele. Así que enfrentamos una elección cada momento de cada día: Podemos llenar las cubetas de otro, o podemos sumergirnos


en ellos. Es una opción importante - que influye profundamente en nuestras relaciones, productividad, salud y felicidad. (Rath y Clifton 2004)

El programa es más fuerte cuando los estudiantes se están apoyando mutuamente, reconociendo las fortalezas de cada uno, apreciando y respetando las diferencias individuales y estimulando el crecimiento y el progreso en el programa.

Antes de empezar

Todos los estudiantes usarán el baño y beberán agua ANTES DE LOS CÍRCULOS DE LIDERAZGO. Todos los estudiantes llegarán a los círculos de liderazgo a tiempo. Los estudiantes quienes no se presenten a tiempo serán confrontados por su comportamiento.

Los círculos de liderazgo permiten a las mujeres jóvenes aprender y practicar habilidades pro-sociales en grupos diarios, mientras se sienten valorados y seguros.

Estos grupos animan a las jóvenes a centrarse en sí mismas como individuos, luego en sus relaciones con los demás y, finalmente, para apoyar a la comunidad de JoAnn Bridges.

Hay tres tipos de Círculos de Liderazgo:

Grupo Comunitario

El Grupo de la Comunidad proporciona una oportunidad para que los estudiantes procesen las cuestiones o problemas, comportamientos y acciones dentro del grupo de vida que son contrarios a la cultura positiva de la organización.

Grupo de Intervención Cognitiva

El Grupo de Intervención Cognitiva ofrece una oportunidad para que los estudiantes discutan el comportamiento y trabajen con otros estudiantes para adquirir y practicar una nueva habilidad o estrategia para resolver problemas o desafíos del futuro.

Grupo de cuestiones Especiales o directas

El Grupo de cuestiones especiales o directas brinda a los estudiantes la oportunidad de afrontar una conducta cognitiva específica, incluyendo habilidades sociales, habilidades de pensamiento, resolución de conflictos, habilidades para resolver problemas o razonamiento moral.


Estructura del Círculo de Liderazgo **

PASO 1- Iniciación del juramento y Reglas

Todos los círculos de liderazgo comienzan con una promesa. Mientras recita el juramento todos los miembros del grupo se unirán en un círculo de codo a codo o puño a puño. El juramento va a ser seguido por una recitación de reglas incluyendo las tres normas no negociables del Proceso de Círculo de Liderazgo (ver lista de Normas No Negociables).

El Juramento:

Este es el proceso de Círculos de Liderazgo, una tradición de la Academia JoAnn Bridges. Durante la siguiente hora me comprometo a ser un miembro contribuyente de este proceso. Mostraré confianza, respeto, comprensión y cooperación para fomentar el crecimiento individual y en equipo. Reglas: Llegar a tiempo Permanezca en el tema Respetar a los demás y sus opiniones No blasfemia No culpar - tomar responsabilidad Participación de todos Los asientos deben estar distribuidos para que todas las personas formen parte del grupo Mire y escuche a la persona hablando o instructor - no interrumpa ni repita información Cualquier infracción de estas reglas puede resultar en la colocación del programa “refocus” para reenfocar.

NORMAS NO NEGOCIABLES:

NO QUEJAS SOBRE EL PROGRAMA


NO QUEJAS SOBRE EL PERSONAL

NO QUEJAS POR QUE NO PUEDEN OBTENER LAS COSAS A SU MANERA *

Clausura

Todos los miembros se colocaran en un círculo de codo a codo, puño a puño y recitaran el juramento de cierre:

Acabamos de participar en un Círculo de Liderazgo, una tradición de la Academia JoAnn Bridge y. Como individuos y un equipo, honremos y respetemos los principios y compromisos aquí discutidos. Reconocemos que nuestros esfuerzos como grupo son la fuerza que cambiará nuestras vidas para mejor. En la Academia JoAnn Bridges honramos el proceso del Círculo de Liderazgo.

LA REUNIÓN CIERRARA.

**Historias de la vida

Un miembro puede pedirle que cuente la historia de su vida con la aprobación de su Gerente Terapéutico y del grupo. Esto tomara lugar dependiendo a lo que indiqué el calendario detallado arriba. Un miembro del grupo puede pedir que cuente la historia de su vida como una progresión de estado o requisito de graduación. Los miembros principiantes deben contar las historias de su vida dentro de unas pocas semanas después de haberse unido al grupo. Las historias deben incluir:

NOMBRE COMPLETO:

DE DONDE ES:

AÑOS:

INFORMACIÓN DE FAMILIARES


COLOCACIONES ANTERIORES

AFILIACIÓN DE PANDILLA: si es aplicable - no glorificado

RAZONES DE COLOCACIÓN: presentadas como opciones irresponsables - no glorificadas

IDENTIFIQUE NOMBRES DE PROBLEMAS Y ERRORES DE PENSAMIENTO ASOCIADOS:

IDENTIFIQUE LOS TEMAS DE TRATAMIENTO Y CÓMO EL ESTUDIANTE HA TRABAJADO EN ELLOS

PLANES DE GRADUACIÓN Y METAS PARA EL FUTURO.

El miembro del grupo puede hablar libremente, razonadamente, mientras cuenta la historia de su vida. ¿Los miembros del grupo nunca deben preguntar preguntas como “por qué?” durante una persona cuente su historia. Compartir la historia de su vida en el proceso del Círculo de Liderazgo le permite identificar el perfil particular de problemas del miembro. Este perfil de problemas, combinado con la lista de errores de pensamiento, le da al grupo la oportunidad de cavar bajo la superficie y revelar la verdad de una manera que sea respetuosa. Compartir historias de la vida crea confianza dentro del grupo. Después de que el estudiante haya completado su historia, los demás miembros deben participar haciendo preguntas para aclarar y entender mejor al estudiante.

CONSEJOS ÚTILES

Utilice el Círculo de Liderazgo como un lugar para aprender a practicar habilidades pro-sociales.

Este grupo es un tiempo para practicar habilidades de comunicación fuertes y claras.

Este grupo es también el momento de practicar límites con otros y pedirle al grupo apoyo y retroalimentación sobre comportamientos negativos específicos que está trabajando para eliminar.

El personal tiene cuidado especial de monitorear y enfrentar cualquier caso de comportamiento agresivo pasivo-agresivo o relacional entre los estudiantes.


Le beneficiará mantener los siguientes comportamientos destructivos y los errores de pensamiento en mente para las discusiones del Círculo de Liderazgo con el fin de examinar sus propios patrones y hacer los cambios necesarios.

BAJO AUTOESTIMA: Tiene mala opinión de sí mismo, diariamente se siente decaído o de ningún valor, se abandona fácilmente, juega a ser el “pobrecito”, o percibe a sí mismo como víctima, incluso cuando victimiza a otros, se siente aceptado sólo por otros que también se sienten mal sobre sí mismos.

INCONSIDERADO DE SI MISMO: Hace cosas que son perjudiciales para uno mismo, intenta correr de los problemas o negarlos.

INCONSIDERADO DE LOS DEMAS: Hace cosas que son perjudiciales para los demás, no se preocupa por las necesidades o sentimientos de los demás, disfruta de hacer a los demás sentirse mal o riéndose de ellos, se aprovecha de las personas más débiles o con problemas, tiene malas costumbres , es descuidado.

Las variaciones de la "Regla de Oro" (Haz a los demás como quisieras que te hagan a ti) se encuentran en todo el mundo. Mientras construyendo una Comunidad fuerte es útil para revesar la "Regla de Oro" a "Hacer a los demás como lo harían hacer a ellos". Reconocer sus fortalezas, alabar sus logros, alentar su trabajo duro y el éxito en el programa.

PROBLEMA DE LA AUTORIDAD: Se confronta con los principales en la autoridad, a menudo sobre cuestiones menores. Niega que alguien le diga qué hacer o incluso dar consejos, no escucha. Incluso cuando cumplen, miran, maldicen o maldiciones.

FÁCILMENTE IRRITADO: Rápidamente se ofende, se frustra fácilmente o se irrita, lanza berrinches.

AGRAVA A OTROS: Amenaza, intimida, fastidia, burla, o usa palabras negativas. "vengante", incluso cuando otros no intentan herirlo(a).

Para desempeñar su papel en la construcción de nuestra comunidad debe: "Escuchar a sus amigos (compañeros) con juzgamiento positivo incondicionalmente. Apóyelos en sus esfuerzos. Motívalos. Ser un mentor, o al menos ser la persona a la que saben que siempre puede ir para escuchar una palabra amable”. (Que tan lleno esta su cubeta)


MANIPULA A OTROS: Manipula a otros a hacer su trabajo sucio, los abandonará si son descubiertos.

FACILMENTE MAL INFLUENCIADO: Prefiere asociarse con compañeros irresponsables, es fácilmente atraído a su comportamiento antisocial, está dispuesto a ser su títere con la esperanza de obtener la aprobación.

PRBLEMA DE DROGAS O ALCOHOL: Abuso de sustancias que pueden lastimarlo(a), se asocia con el comportamiento de un drogadicto, tiene miedo de no tener amigos al hacer lo contrario, tiene miedo de enfrentar la vida sin una muleta.

ROBO: toma cosas que pertenecen a otros, está dispuesto a lastimar a otra persona para obtener lo que quiere.

MENTIROSA: No se puede confiar en él o ella en decir la verdad o la historia entera, tuerce la verdad para crear una falsa impresión, niega todo cuando ella piensa que es posible salirse con la suya, lo encuentra emocionante para planear y escapar con una mentira ... "Get Over" en la gente, puede mentir incluso cuando no hay nada que ganar.

ENFRENTADOR: Trata de impresionar a los demás, se pone boca arriba, se pone en acción, se burla para llamar la atención, teme mostrar sus sentimientos.

LISTA DE PENSAMIENTOS ERRONIOS:

AUTO CENTRADO: Dar prioridad a sus propios puntos de vista, expectativas, necesidades, derechos, sentimientos inmediatos y deseos hasta el punto de que las opiniones legítimas de otros no son consideradas o despreciadas por completo.

MINIMISANTE / DESCRIMINATE: Mostrar o apoyar el comportamiento antisocial negativo como si no causa un daño real. Refiriéndose a otros con títulos despreciables o deshumanizantes.

Piense en esto: "Nuestras vidas mejoran sólo cuando tomamos riesgos - y el riesgo primero y más difícil que podemos tomar es ser honestos con nosotros mismos." (Walter Anderson)

"No es lo que no sabemos que nos mete en problemas tanto como las cosas que sabemos que simplemente no lo son". (Desconocido)

Asumir lo peor: Conectar las intenciones hostiles a los demás, considerando el peor de los casos para cualquier situación o programa social como si fuera absoluta. Suponiendo de que el mejorar es imposible en el comportamiento propio o de otro persona.


"Cualquier hecho que nos enfrenta no es tan importante como nuestra actitud hacia él, porque eso determina nuestro éxito o fracaso. La forma en que piensas acerca de un hecho puede derrotarte antes de hacer algo al respecto. Estás sobrepasado por el hecho porque piensas que eres ". (Norman Vincent Peale)

"Cambia tus pensamientos y cambias tu mundo". (Norman Vincent Peale)

Recuerde: "Es una de las compensaciones más hermosas de esta vida que el hombre no puede tratar sinceramente de ayudar a otro sin ayudarse a sí mismo. (Ralph Waldo Emerson)

4. CULPAR A OTROS: Pasar la culpa de sus acciones perjudiciales a fuentes externas, especialmente a otra persona, a un grupo o a un breve cambio de humor; Pasando la culpa de la victimización de uno u otra desgracia a otros inocentes.

Considere: "Cuando culpamos a los demás, renunciamos a su poder de cambiar" (Dr. Robert Anthony). Este programa trata del crecimiento y el cambio.

Recuerde: "Las actitudes son contagiosas. ¿Es la tuya digna de ser atrapada? "(Anon.)

Niveles de descalificación:

NIVEL I - No verbal

Lenguaje corporal, gestos de las manos, contacto visual para reforzar las normas.

NIVEL II - Verbal Útil

Intervención verbal para reforzar las normas, usualmente formulada como una pregunta.


Ejemplo: "He, Sarah, en la Academia JoAnn Bridges apoyamos la norma del código de vestuario ... así que querrás meter la camisa por dentro ". Ponte cerca del estudiante en postura no amenazante. Dar y requerir un buen contacto visual. Obtener la aceptación. Esté pendiente del cambio de comportamiento.

NIVEL III - Verbal preocupante

Intervención preocupante verbal para reforzar las normas, expresada como una declaración.

Ejemplo: "Sarah, aquí en la Academia JoAnn Bridges mantenemos nuestras camisas metidas". Párese frente o cerca del estudiante en postura no amenazante. Dar y requerir un buen contacto visual. Observe el lenguaje corporal agresivo. Sea firme, directo y respetuoso. Sigue repitiendo la declaración. Obtener la aceptación. Esté pendiente del cambio de comportamiento.

NIVEL IV- Intervención en equipo

Todo el personal en estrecha proximidad es necesario para apoyar enfrentamientos de NIVEL IV. Utilice una llamada de "personal adicional" si es necesario para obtener apoyo del personal. Utilice el mismo enfoque que LEVEL III. Utilice un lenguaje muy firme y directo. Permita que el (los) miembro (s) del personal con la mejor relación para liderar la confrontación. Use las técnicas de JIREH para des-escalar. Obtener la aceptación. Sombras de personal para vigilar el cambio de comportamiento y la verdadera aceptación. Las confrontaciones de personal de nivel IV deben incluir más de un personal.

NIVEL V - Colocación del programa “reenfoque” para reenfocar.

Dado que el estudiante no ha hecho uso de ninguna de las últimas cuatro intervenciones, se colocará en el programa de “reenfoque” para reenfocar.

NORMAS DE INTERVENCIÓN PROACTIVA

Nos enfrentamos a un comportamiento negativo para ayudar, no para lastimar.

Nos enfrentamos a un comportamiento negativo por respeto a las normas del programa.

Nos enfrentamos a un comportamiento negativo para apoyar al personal.


Siempre apoyamos intervenciones dondequiera que se vea que está ocurriendo una.

Como parte del movimiento a través del proceso de estado, se le requerirá modelar el proceso de intervención proactiva. Como estudiante de estatus esperamos que usted siga las reglas pero también apoya a otros en su proceso de cambiar comportamientos.

¿QUÉ ES?

La intervención proactiva es un requisito de condición de Consejo de Contribuyentes.

Es una forma educada y respetuosa de ayudar a los demás a ver su comportamiento negativo.

Es un recordatorio verbal y no verbal de las normas de la Academia JoAnn Bridges

¿QUIEN PUEDE HACERLO?

Los estudiantes principiantes sólo pueden practicar este procedimiento en Círculos de Liderazgo.

Los estudiantes de estatus interno solo pueden practicar esto si hay un Colaborador o un Líder / Mentor estudiante o personal observando la intervención.

Los colaboradores, los mentores líderes y el personal aplican una intervención proactiva en el día a día.

¿POR QUÉ LO HACEMOS?

Lo hacemos para proteger las normas de la cultura de compañeros. Si la cultura es positiva, nos permite a todos mantener nuestra dignidad y hacer de nuestra conducta positiva nuestra fuerza.

¿DÓNDE LO HACEMOS?

En todos lados.

Utilizamos una intervención proactiva en todas las partes de nuestro programa.

¿CUÁNDO LO HACEMOS?


¡Siempre! Un Colaborador o Líder / Mentor siempre se enfrenta a un comportamiento negativo.

GUIAS PARA INTERVENCIONES PROACTIVAS: Intervenimos con respeto y siempre para ayudar

El nivel más bajo de la intervención apropiada a la situación se prueba primero. La intención es mantener la cultura normal, interviniendo con conductas negativas, mediante un proceso que implique estrés mínimo al estudiante.

La intervención debe ser siempre aceptada en el momento.

Todo el personal y los estudiantes son responsables de intervenir con un comportamiento negativo y apoyar confrontaciones cuando sea necesario.

Nunca se puede abandonar una intervención. La falta de iniciación y persecución e intervención hasta que tenga éxito refuerza el comportamiento negativo.

Una intervención eficaz puede ser completada en segundos.

MANUAL DE ESTUDIANTE DE JOANN BRIDGES ACADEMY

He recibido, leído, entendido y tengo acceso al Manual del Estudiante de la Academia JoAnn Bridges. Si tengo más preguntas, sé que puedo preguntarle a mi Gerente Terapéutico, Líder del Grupo, Consejero Viviente del Grupo, o un estudiante de estatus.

_________________________________________________ __________________

Nombre en letra molde/firma de Estudiante Fecha

_________________________________________________ __________________

Firma del Personal Fecha

Appendix E

Sobre Nosotros Vida Con · Tratamiento

AMBIENTE CULTURAL POSITIVO

.::. ,.. .. ... ... ... c ... ...

OPORTUNIDADES EXTRACURRICULARES

. . .d d c e r:2s ac:- a es e

Appendix F

Timeline for Accreditation

July 2019 – December 2019

Begin reviewing all 367 total standards and developing ACA files for each standard

o 40 of the standards are mandatory and 29 of the 40 are medical

Begin training and implementation of all policies associated with mandatory standards

(non-medical)

September 2019 – February 2020

Demonstrate practice of all mandatory standards

Train and demonstrate practice on policies associated with non-mandatory standards

ACA Accreditation Timeline

Non-Medical Mandatory Standards

(July 2019 – December 2019)





Fire Safety Codes &

Inspections

Fire Alarm &

Detection System

Fire & Emergency

Evacuation &

Training

Fire Prevention

Toxic & Caustic

Materials

Four & Five Point

Restraints

Key Control

Use of Chemical

Restraints


Single/Double Living Space

Dayrooms

Toilets

Seclusion

Recreation Space

Visitation

Staffing

Population Counts

Perimeter Security

Staffing

Inspections

Security Equipment

Use of Restraints

Searches

Incident Reporting

Critical Incident Debriefing

Fire Safety Codes &

Inspections


System

Fire & Emergency


Fire Prevention

Toxic & Caustic

Materials

Four & Five Point

Restraints

Key Control

Use of Chemical

Restraints


March 2020 – May 2020

Submit application to ACA in March for July audit

o Significant summary must be completed and submitted

o Health outcomes (Medical, Treatment, Human Resources) must be completed and

submitted

Continue development of ACA files and refine practice

ROP Mock Audit in May

June 2020 – July 2020

Address any deficiencies from Mock Audit in June

Successfully achieve accreditation in July

Appendix G

BRYANT FIRE DEPARTMENT

J.P. JORDAN FIRE CHIEF

January 29, 2019

312 ROYA LN., BRYANT, AR 72022

501-943-0390 P 501-943-0982 F

To Whom It May Concern:

I would like to take a few minutes to recognize Mr. Tony Tanner with Right of PassageAJATC. If all facilities and businesses had the same attitude toward their responsibilities of

operating in a safe environment for their clients, patron, and employees, the world would be a much safer place. Over the years I have been here at the fire department Mr. Tanner and his staff

have always made the continued safety of the ROP-AJATC paramount.

We have never had any issues with fire code violations, life safety systems, etc. Mr.

Tanner and his staff have always been extremely easy to work with and have always complied with any and all safety requirements. I have the utmost confidence and peace of mind as the

authority having jurisdiction in regards to fire safety matters in our city that things are and will

continue to be squared away at the ROP-AJATC.

Sincerely,

\\ \\~~~ (11 \/

J.P. Jordan

Appendix H

October 19, 2018

Mr. Marlon Morrow, Facility Director

Arkansas Juvenile Assessment & Treatment Center (AJATC)

Rite of Passage

1501 Woody Drive

Alexander, AR 72002

Dear Mr. Morrow

The final report for the Residential Services Contract site visit at your Arkansas Juvenile

Assessment and Treatment Center on August 22, 2018 through September 4, 2018 is attached.

This report will reflect any findings noted during the site visit.

Please note the following attachments:

Contract Monitoring Report. This includes the date(s) of the monitoring visit, entrance/exit

interview attendees, contract period, and maximum compensation amounts.

Section 1. addresses PI: (Performance Indicators)/ Performance Standards numbers one through

Twenty-six (1-26) and CR: Contract Requirements (2.2 - 7.7). The report aligns the specific

contract requirements related to each performance indicator. Performance Indicator number

thirteen (13), (Contract Requirements (5.2 - 5.24), Performance Indicator number fifteen (15),

Contract Requirement 6.6 and Performance Indicator number Twenty-six (26) Contract

Requirements (6.5 - 6.7).

Section 2. Juvenile Questionnaires, rights of juvenile are observed under Arkansas State law,

Federal law, ACA regulation, and ADE regulation. This includes, but not limited to: HIPAA,

IDEA, FERPA, 504 and PREA.

Section 3. Finding, Corrective Action and Appeal. This section could include a chart

identifying any corrective actions noted in the report. A corrective action plan would be

formulated for each non-compliant issue and forwarded to the Division of Youth Services within

thirty (30) days after receipt of this report.

Division of Youth Services

P.O. Box 1437, Slot S-501 · Little Rock, AR 72203-1437

501-682-8654 · Fax: 501-682-1351 · TDD: 501-682-1355

A R K A N 5 A 5 DEPARTMENT OF

~.,HUMAN ~ SERVICES

http://dhsshare/DHS Graphics/!arkseal2.jpg

2

Should you have any questions or concerns about this report please let me know via telephone at

501-320-6140 or at [email protected].

We would like to thank you and your staff for the warm hospitality and courtesies shown to us

during the site visit.

Sincerely,

Melanie Y. Lightner

Melanie Lightner, DYS Quality Assurance Program Manager

cc: Betty Guhman, DYS Director

Marq Golden, DYS Assistant Director of Residential Operations

DHSShare Drive

Monitoring File

3

DIVISION OF YOUTH SERVICES

CONTRACT MONITORING REPORT

Name of Provider: Arkansas Juvenile Treatment and Assessment Center

Rite of Passage

Contract # 4600037431

JUDICIAL DISTRICTS COUNTIES SERVED CONTRACT PERIOD MAXIMUM

LIABILITY

Statewide All 07/01/18 – 06/30/19 $34,113,499.68

TOTAL $34,113,499.68

Division Youth Services Monitors: Melanie Lightner, Donell Edwards, Cora Jones, Wayne

Foster, and Ellen McDaniel

Dates of Monitoring Visit:

August 22, 2018 – September 4, 2018

Date of Exit Interview:

September 4, 2018

Exit Interview Attendees:

Marlon Marrow, Martha Wall-Whitfield, Karen Mathis,

Melanie Lightner, Amy L. Ast, Tara Shephard, Donell

Edwards, Rhonda Tanner, and Hope Thomas.

Report Completed By:

Melanie Lightner

Date Report Mailed to Provider:

October 19, 2018

4


Section 1

Performance Indicators/ Performance Standards

Contract Requirements

PI: 1. Insurance Renewal/ Insurance Coverage:

A. Provide proof of renewal a minimum of ten (10) business days prior to Expiration.

B. Provide proof of coverage on a quarterly basis.

Finding: No deficiencies noted in this area.

PI:2. Monthly Physical Plant Report:

A. Submitted on or before the 15th of the following month.


PI:3. Dailey Census Report:

A. Submitted daily


PI:4. Rights of Juvenile Handbook:

A. Juveniles received rights handbook within 48 hours of arrival


PI:5. Monthly Inspection of the facility:

A. Conduct regular monthly inspections of facilities on or before the 10th of each month.


PI:6. Standard Maintenance Repairs:

A. Repairs under the vendor responsibility are completed within seven (7) days or an agreed

upon deadline.


PI:7. Room Check:

A. All juveniles shall have a visually monitored through room check (15 minute interval).


5

PI:8. Housing Maximum:

A. Maintain a maximum of 25 juveniles daily per each podular housing unit.


PI:9. Major Incidents:

A. Major Incident occurrences must be within the three (3) year baseline average.


PI:10. Minor Incidents:

A. Minor incident occurrences must not exceed 20% of margin (baselined by three year average).


PI:11. Incident Reporting:

A. Reporting of incidents into Rite Track the day of the occurrence


PI:12. Cleaning:

A. Facilities must be cleaned daily.


PI:13. Education

A. Run an educational program that meets ADE standard.


PI: 14. Treatment Authorization:

A. All juveniles have a written authorization ( RS9) prior to Treatment


PI: 15. Gender Specific Programming:

A. Each Designated juvenile provided five hours per week…


6

CR: Section 6.6 Gender Population

A. The contractor shall develop and implement evidence based Cognitive Behavioral (or any

other structured treatment program chosen by DYS) gender-specific programs and services

that address the unique treatment needs of the female and LGBT juveniles in the program.


PI: 16. Recreational Activities

A. 90% of the juvenile receive indoor and outdoor planned recreation two hours a day per

ACA standard.


PI: 17. Chemical /Substance Abuse Treatment

A. All juveniles who require chemical/ substance abuse treatment weekly planned services


PI: 18. Sex Offender Treatment:

A. All juveniles who require Sex Offender treatment receive weekly planned services


PI: 19. Emergency Medical Treatment:

A. Provide access to emergency medical treatment per RFP.


PI: 20. Medical Treatment:

A. Access to Medical Provider per RFP


PI: 21. Training:

A. All staff must complete required training per RFP.


PI: 22. Staffing’s Level:

A. Direct security staff to juvenile ratio 1:8 day; 1: 10 night.


7

PI: 23. Safety and Security Drills:

A. Conduct once a month


PI: 24. Timely Invoicing:

A. Monthly invoices are submitted on or before the due date


PI: 25. Education Title I Billing:

A. Must meet ADE standard


PI: 26. Juvenile Records:

A. All juvenile records maintained and available for review

CR: Section 6.5 Aftercare


CR: Section 6.7 Master Treatment Plan


8


Section 2

Juvenile Questionnaires/ Contract Requirements

JUVENILE INTERVIEW SUMMARY

Criterion Yes No Not

Applicable

Comments

1. Were any juveniles locked in their

room?

If YES,

who and

why?

2. Were any juveniles handcuffed or

restrained?

If YES,

who and

why?

Juvenile Interviews

Thirty-four percent of the juveniles housed at this facility were interviewed. Thirty-nine (39)

juveniles were interviewed. All received instructions and guidelines upon arrival to the facility.

They reported they understood how to receive mail, visitation, and phone calls at this facility.

Each juvenile reported receiving a shower, clean clothes, personal hygiene items, and three

meals a day with a snack at this facility.

During recreational/free time the juveniles stated they are allowed to play games, read, watch

movies, lay in their bed, write, socialize with peers, go to the water tower, draw, and play various

recreational sports. School is held Monday through Friday from 8:00 a.m. to 3:00 p.m.

Juveniles reported they knew the rules on discipline and consequences for negative behavior and

some had received minor disciplinary reports, which were verified by the Contract Monitoring

Unit.

Juveniles receiving medication reported that they received medications timely and the on duty

nurse inspected their mouth afterward. No clients reported witnessing stealing, trading and/or

selling of medication.

The clients were cooperative during the interview process and stated that staff treated them well

and that they felt safe at the facility. There were some allegations of client on client sexual

encounters one of which was reported by CMU staff and accepted by the hotline during this

review. (See below in concern/comment section)

D ~ D

D ~ D

9

JUVENILES WHO WERE INTERVIEWED & COMMENTS

DYS ID# CONCERNS/COMMENTS:

MCC123100M2 No concerns reported

WIL111502M1 No concerns reported

AQU103000F2 Multiple incident reports entered into Rite Track and IAU

BOL090501M2 Multiple incident reports entered into Rite Track and IAU

SCA082100F2 Multiple incident reports entered into Rite Track and IAU

BAI001102F2 No concerns reported

VEL042201F3 No concerns reported

MOR041600M2 Incident report entered into Rite Track and IAU

KEA010101M1 Incident report entered into Rite Track and IAU

ALL040401M2 No concerns reported

MCD020801M2 No concerns reported

DAV010604M1 No concerns reported

WIL122602M1 No concerns reported

CHU051499M1 Multiple incident reports for disruptions entered into Rite Track

and IAU

GOM090901M3 No concerns reported

GRA102201M2 No concerns reported

LIN092201M1 No concerns reported

MAX121101F1 No concerns reported

MCCC0713M2 No concerns reported

MON101703M1 No concerns reported

NEL011000M2 No concerns reported

OLD052901M2 No concerns reported

ALL011504F1 No concerns reported

BAU061203F2 No concerns reported

CAS010205M2 No concerns reported

CAS090200M1 No concerns reported

AND052700M2 No concerns reported

BAR092903M1 Multiple incident reports for disruptions entered into Rite Track

and IAU

BRA062103F2 No concerns reported

CLA031503M1 Alleged being abused by client & witnessing client on client

abuse but would not give names.

FOR011102M3 No concerns reported

HAR072500M2 No concerns reported

HAR110603M2 Hotline report accepted during review (victim)

HAS010903M3 No concerns reported

LAT020404F1 Alleged seeing another client cheeking medication

MOR101801M2 Alleged seeing another client cheeking medication

SCO011701M1 Alleged seeing another client cheeking medication

WAR072401F2 Client is pregnant, double meals and modified physical activity

10

ZUR050301M1 Alleged seeing other clients cheeking medication

CR: Section 2.2 Target Population


CR: Section 2.3 Contractor Requirements


CR: Section 2.4 American Correctional Association (ACA) Standards


CR: Section 2.6 Policy Manual


CR: Section 2.7 Information Technology Environment


CR: Section 2.12 Education Reporting


CR: Section 3.5 Food Services


CR: Section 3.6 Vehicles


CR: Section 3.7 Transportation


CR: Section 3.8 Pest Control Inspections


CR: Section 3.9 Standard Maintenance and Repair


11

CR: Section 4.1 Rights of Juveniles


CR: Section 4.2 Boys and Girls Club


CR: Section 4.3 Security and Control


CR: Section 4.4 Classification/Housing


CR: Section 4.5 Age Appropriate Services and Placement


CR: Section 4.6 Child Abuse


CR: Section 4.7 Incident Reporting


CR: Section 4.8 Absence without Leave


CR: Section 4.9 Bullying


CR: Section 4.10 Prison Rape Elimination Act


CR: Section 4.11 Suicide Prevention


CR: Section 4.12 Emergency Preparedness


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CR: Section 4.13 Sanitation and Hygiene


CR: Section 5.3 General Education Curriculum


CR: Section 5.4 Educational Records, Access, Retention and Release


CR: Section 5.5 Confidentiality of Information


CR: Section 5.7 Health Education


CR: Section 5.8 Post-Secondary and Continuing Education


CR: Section 5.10 Graduation Requirements


CR: Section 5.15 Special Education


CR: Section 5.16 Special Education-Free Appropriate Public Education


CR: Section 5.17 Special Education-Transfer Policy


Section 5.18 Special Education-Least Restrictive Environment


CR: Section 5.20 Surrogate Parents


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CR: Section 5.21 Child Find


CR: Section 5.22 Degree Options


CR: Section 6.2 Treatment Placement


CR: Section 6.3 Treatment Requirements


CR: Section 6.8 Recreational Activities


CR: Section 6.9 Religious Activities


CR: Section 6.10 Telephone


CR: Section 6.11 Visitation


CR: Section 6.12 Mail


CR: Section 6.15 Medical Treatment


CR: Section 7.1 Staffing Requirements


CR: Section 7.2 Staff/Juvenile Interaction


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CR: Section 7.3 Selection/Background Investigations


CR: Section 7.4 Training


CR: Section 7.5 Staffing Levels


CR: Section 7.6 Essential Personnel


CR: Section 7.7 Key Personnel Services


Arkansas Department of Health Report

A. Evacuation drills of all occupied areas at least monthly


15


Section 3

Findings, Corrective Action & Appeal

Preliminary findings and observations were discussed with the facility management during the

exit conference on September 4, 2018. There were no deficiencies found and no corrective

action is required at this time.

Questions regarding the content of this report should be sent to the attention of:

Melanie Lightner, Program Manager, Contract Management Unit

Division of Youth Services

P.O. Box 1437, Slot S-504

Little Rock, AR 72203-1437

NOTE OF APPRECIATION

The Division of Youth Services Monitoring and Compliance Unit appreciates the assistance

given by the Rite of Passage/Arkansas Juvenile Assessment and Treatment Center staff during

the audit process.

Appendix I

RITE OF PASSAGE | STUDENT HANDBOOK

Arkansas Juvenile Assessment and Treatment Center

Rite of Passage | Revised 12/5/2018 Page 1

Welcome to Rite of Passage

The Arkansas Juvenile Assessment and Treatment Center is a 24-hour secure residential facility that provides a safe environment for juveniles who cannot be released in their communities. It is required that you follow the rules and routines and that you cooperate with the staff so that your stay in the facility will be a positive, helpful, and a comfortable experience. Arkansas Juvenile Assessment and Treatment Center (AJATC) is modeled after an academic academy because we believe that you will reach your full potential in an academic environment. You are here because you have been detained by the juvenile authorities. Like all academies, students at AJATC are expected to graduate and graduation comes through achievement. Your achievements are based on the goals and objectives that are developed with your Therapeutic Manager, Division of Youth Services, your parents and you. Progress toward these goals is reviewed monthly. If you choose to join the thousands of ROP graduates who took advantage of the opportunity to be successful, you must develop the following habits:

1. Focus on completing your goals, not the time it takes to complete them. 2. Be honest with yourself, set realistic goals you can accomplish. 3. See yourself as a student; grow out of any negative self-image. 4. Take full advantage of the opportunities that are offered here. 5. Take part in developing and completing a graduation plan that you believe in.

A copy of this “Student Handbook” is made available to you at the time of admission. A copy is also available on your living unit if you would like to review it with staff. You are responsible for reading the information within this handbook. You will find that the handbook explains how the program runs and the rules you are expected to follow. Students of Arkansas Juvenile Assessment and Treatment Center Youth Services are expected to follow the program rules and exhibit positive behavior: This includes, but is not limited to:

Respect for yourself, others, and the program

Appropriate care for all property

Active participation in all aspects of the program

Following the directions of staff


If you have trouble reading or understanding any part of this handbook, it is your responsibility to ask for the necessary assistance. Group Living Counselors will review and answer questions regarding the handbook with all new students within 24 hours of admission.

Your goals at Arkansas Juvenile Assessment and Treatment Center will be organized within your individual Treatment Plan. You will be expected to participate in a wide variety of academy experiences such as educational, treatment, athletic, and vocational activities.

Arkansas Juvenile Assessment and Treatment Center includes a fully functioning school. Many students enter the program behind educationally. However, because we are a year round school with an extended school day, you can earn credits faster than at most schools.

You will be assigned to a living unit. Group Living Counselors (GLCs) will supervise your activities in the unit. These staff members will guide you through each program element from morning to night.

While in the program, you will be assigned a Therapeutic Manager (TM) who will provide individual therapy, group counseling, and family support services. You will also be afforded a Case Manager, who will support your treatment by assisting the Therapeutic Managers, providing supportive services, and assisting with ensuring treatment plans are followed. Your Therapeutic Manager will assist you in developing your own Individualized Treatment Plan. The Treatment Plan provides a means for tracking your treatment goals and progress. Your TM will also assign you to specific groups to meet your specific needs. These groups may be treatment oriented, educational or skill-based. Participation in Family Therapy sessions are mandatory, unless otherwise indicated by Division of Youth Services or Department of Family and Children Services.

Although students have varying length of stays, the average student graduates in six months. It is important to remember that failing a class or losing your status can prolong your program stay. Plan for a minimum of 6 months in the program starting from Orientation to graduation.

In this Student Handbook you will find information about our program designed to answer your questions. If you need help in understanding this information, ask your Therapeutic Manager or any member of the Group Living Staff.

Please familiarize yourself with this handbook so that you will know the rules and procedures of the facility. Keep in mind that your behavior and your willingness to participate in the AJATC program can affect the quality of your stay, so make an effort to become involved in the program and make your stay an educational and rewarding experience.


Remember: “If it is to be it is up to me!”

Take responsibility for your progress and growth while in ROP

Admission, Orientation and Assessment

You will participate in an admission and orientation process that will include the following: Youth Records/Commitment Packet Review DYS and AJATC employees will work to ensure the appropriate paperwork is in order (for example, court orders, medical papers, etc.). Your picture will be taken for our records and will be utilized on your Admission Card. This card includes important names and addresses of your parents/guardians, Probation Officer (if you have one), aftercare worker, and committing Judge. Admission Classification: All youth are classified upon admission to determine the most appropriate dorm/unit placement and sleeping arrangements. Parental Notification: Your parents/guardians/DCFS (if applicable) will be notified that you have arrived at the Program. Strip Search/Body Chart: Strip searches are required for each youth upon admission to ensure weapons and contraband are not introduced into the program. Two (2) staff members of the same sex will be present during strip searches. We recognize that this may make you feel uncomfortable; however, it is necessary to ensure the continued safety and security of the program. A body chart is also completed at this time to identify and marks (i.e. scars, tattoos, etc) you have upon admission. Shower/Haircut: You will shower and have your hair cut for hygiene purposes upon admission. Uniform/Hygiene Items: The program provides your uniform (shirts, underwear, socks, pants, shoes, etc), linen, and all hygiene items. You are responsible for taking care of your clothing and bed linen. When the weather changes, you will be given the appropriate clothing. DO NOT mark-up or write on your clothing in any way, unless told to do so by your dorm/unit Staff. Personal Property: You are allowed to keep appropriate pictures, letters, and a Bible (if you bring or ask for one). All your other personal belongings are inventoried, and are either securely stored or sent back to your home. Orientation Process: During intake you and Program Staff will review the Orientation Packet. The Orientation Process covers many areas of interest to you, such as Program


rules and your rights, the daily and weekend schedule, how you can ask for services like medical (sick call) and help if you are feeling sad, the Program’s dress code, what to do in an emergency, and how to fill out a grievance, if you have a complaint.

Assessment Process: You will be asked to answer some questions about yourself and take some tests. These are not like school tests that have right or wrong answers. It is essential that you are truthful during these assessments. They are used to identify specific problems and issues you may have and better help the Staff to help you.

In addition you may be asked to furnish urine specimens to screen for chemical substances. This may take place during orientation, when you return from off-grounds activities, or if a reasonable suspicion has been raised that you have had access to such contraband.

Medical Availability and Sick Call

You will receive a medical screening from the nurse during admission. The nurse will check for any medical problems, injuries, or applicable medical issues. You must tell Staff any time you become ill or injured. On-site medical care is provided at the Program. If you require outside medical attention, arrangements will be made to transport you to the local hospital of doctor’s office. If your illness or injury is not an emergency, but requires medical attention, you need to ask Staff for a sick call slip or take one from the “Sick Call Boxes” located on your assigned unit/dorm. Once you complete the Sick Call form, drop it off in the Sick Call Box located in your unit/dorm. This allows us to schedule a visit for you during regular Sick Call hours. If you require medication, you will be directed to the med window in the medical department. A supervisory Staff member will be present during med pass to ensure you take your medication, as prescribed. You will step up to the “Red Line” in front of the med pass window and tell the nurse what medication or medications you are taking and the side effects of those medications. You will then step up the med pass window to receive your medication. After swallowing your medication you will open your mouth to allow supervisory Staff to complete a visual search of your mouth to ensure you have properly taken your medication. Any attempt to “cheek” your medication or disrupt any medical procedure will result in immediate disciplinary action by the Program. In addition, the program has an Exposure Control Plan to control infectious and communicable diseases and blood borne pathogens. You will be required to receive current immunizations, as needed, according to the available medical records. Also, you will be required to participate in health education classes that are aimed at preventing diseases such as AIDS/HIV, STD’s, and other communicable diseases and health issues/problems.


Evacuation and Emergency Procedures

The purpose of the Emergency Evacuation Plan is to establish procedures and guidelines for the safe and orderly evacuation of people from the Program in the event of a natural or man-made disaster. It is very important that you are aware of what you should do in the case of an emergency. This is for your protection, so make sure you listen to Staff and ask questions, if you are not sure about what you are supposed to do during an emergency. The Shift Supervisor will instruct you in the case of an emergency evacuation. Emergency evacuation plans are posted in each unit/dorm. They are also posted throughout the facility. Practice evacuation drills (fire drills, medical emergency drills, etc.) are conducted at unannounced times. Again, it is important that you take these seriously, cooperate with Staff, and follow all instructions given.

Living Environment

Program Cleanliness: You will be expected to assist with daily cleaning and general up-keep. This includes your room, living unit/dorm, class/group rooms, outside areas, and the dining hall. Before exiting an area, make sure the area is in order (for example, tables and chairs are put up) and cleaned up. Unit/Sleeping Room: You have been assigned to a specific “unit” or “dorm” based on your admission classification screening that was conducted upon your admission. You will be placed in a room, either by yourself or with a roommate, depending on your classification. You are encouraged to “personalize” your room with approved pictures, certificates and other approved personal items. Items that are sexually provocative, gang related, depict illegal activities, violence, profanity and or nudity are prohibited. DO NOT place any items, such as clothing or paper, over your windows, light, vents and/or the sprinkler. In addition to random “contraband” searches, weekly cleanliness inspections are conducted. You are expected to keep your room clean and in order. DO NOT mark up the unit/dorm, your room or any area(s) within the Program with GRAFITTI.

Master Schedule: The program has a master schedule posted on the unit/dorm. The schedule includes school times, specialized treatment services, groups, leisure activities, recreation, religious services, and other planned activities that teach life/social skills, responsibility, and sportsmanship. Linen/Laundry/Hygiene: Clean linen is provided on a weekly basis. Blankets are provided seasonally. Clean towels are distributed daily, and hygiene items (toothpaste, soap, deodorant, etc.) are provided, as needed. You will be required to shower daily


unless medically excused, keep fingernails clean and clipped so as not to extend beyond the tips of your fingers, maintain proper dental hygiene, be clean shaven, and keep hair cut and/or groomed. Line Movement: Movement from one area to another shall be:

In a straight single-file, at arms length apart. No talking.

Telephone Use: You will be allowed one weekly phone call (for 10 minutes) to your family at the Program’s expense, regardless of your Level. Our phone call procedure has been designed to allow you to have regular contact with your family because we want to encourage their involvement in your progress. Phone calls may be made to anyone on your approved phone call list. The day and time you make this call is determined by your Case Manager. If you refuse and/or are unable to make contact within the week, it will be documented by your Case Manager. All telephone calls are made to pre-approved persons only. Phone numbers will be dialed by your Case Manager. The Case Manager will remain on the line until the recipient of the call is verified, as an approved person. You will be given reasonable privacy during your call. Case Managers are required to supervise and monitor your behavior. Obscene, loud, inappropriate or threatening language will result in your call being terminated. Three-way phone calls are not allowed. Calling your victim(s) and or any persons not identified on your phone call list is PROHIBITED! Your Case Manager will assist you with making calls to your Lawyer, Probation Officer if you have one), DCFS worker (if you have one), and clergy during normal working hours. Calls from your attorney, DYS and other government officials, clergy and emergency calls from your family are accepted. We will try to get you to the telephone, but, if this is not possible, we will take a message and give it to you at the earliest opportunity. Correspondence: You are encouraged to write and receive letters while in the Program. The program maintains a “correspondence (mailing) list.” See your Case Manager for an explanation of this process. All incoming letters and packages are inspected for contraband and to detect information, which could present a threat to the security or safety of the Program. You are prohibited from writing your victim(s) and any persons identified on your Court Order. Outgoing letters and envelopes are monitored to detect information that may lead to a breach in security of the Program and to ensure obscene writing, illegal activities, or gang related slogans and signs are not present. The Program provides postage and writing materials, so that you can mail at least two (2) letters per week. There is no restriction on legal correspondence (mail). You may


correspond with your Lawyer, the Juvenile Court, your Probation Officer (if you have one), DYS officials, any Government officials, and Clergy at any time without restriction. Dress Code: The program provides your uniform. You are expected to wear your uniform appropriately. Pants must be pulled up to waist level, as not to reveal your underwear. Shirts tucked in. Socks and shoes (slides when applicable) are to be worn at all times during waking hours. Pictures, logos, emblems or writing that is sexually provocative or depict illegal activities, violence, gang affiliation, and or profanity is prohibited. In other words, do not write on or destroy your uniform. Your ability to maintain your dress code is a daily expectation. Food Services: The program provides at least three (3) well balanced meals, two of which are hot, per day. At least one nutritional snack is provided per day, usually at night. Our menus are planned by a nutritionist, and are balanced to provide you with proper nutrients. The menus are posted on your unit/dorm. You will be given the opportunity to make suggestions toward the menu items. Periodically, we will survey the student population to see what is good on the menu and what the students would like to see added. We also have “theme/cultural” dinners, such as Mexican, Italian, Chinese, Soul Food, etc. This is also influenced by the student surveys and serves to provide a pleasant change in the menu. Appropriate, quiet conversation is allowed in the Dining Hall. You are also expected to demonstrate appropriate table manners. Trading or passing of food is not allowed. Staff will give you eating utensils and collect them at the end of the meal. Special Diets: If you have a medical condition and need to be on a special diet, it is arranged through the medical department. If you need a special diet based on religious practice or belief, your Case Manager will assist you in obtaining certification from your minister or church of worship. Visitation: The Program encourages your parents/guardians and other family members to visit, you as often as possible. The Program maintains an approved visitation list for you. Only those listed will be authorized to visit. Visitation is limited to four (4) authorized visitors per visit. Your Lawyer, government officials, and Clergy may visit at any reasonable time by appointment. All visitors must have identification in order to be admitted to the facility for visitation. All persons 14 years of age or older must have either a driver’s license or an official state photo ID card. The Program reserves the right to require a certified birth certificate from any visitor. Wives of youth must present a marriage license or other proof of marriage. Your visitation timeframes are posted on your unit/dorm. Copies of the schedule and rules are sent to your parents/guardians. Special visitation restrictions may apply or if visitation interferes with your behavioral or treatment progress. Your Treatment Team


will review the visitation process with you and assist you with any questions and or concerns. Staff will always supervise visitation sessions. You will be searched at the conclusion of your visitation. Unless otherwise noted and approved by the Facility Administrator, with the exception of a personal Bible, the transfer of gifts and personal items (such as pictures, cards, food, etc) during visitation is not allowed. Conduct by you and your visitor(s) is/are expected to be quiet, orderly, and in good taste. Visitation may be terminated if either you and or your visitor(s) is/are displaying inappropriate behavior, or if any rules are being violated. Special Visitations: Your Case Manager can set up special visitation sessions for family members, siblings, or your children if you are a father. Legal papers identifying you as the father will be required prior to the visit(s). All special visitations are supervised by your therapist and/or Case Manager and are scheduled according to their availability.

Education Services

The program will be responsible to ensure each student is provided with education services, to include special educational screenings, academic assessments, vocational interest assessments, transcript evaluations, psycho-educational testing, academic planning, and appropriate placement for all students admitted to the Arkansas Juvenile Assessment and Treatment Center. A review of your past educational records will also be conducted to assist with applicable academic placement. If you have any questions concerning your education, you can request to speak with your teachers and or the program’s Guidance Counselor for assistance.

Contraband/Unauthorized Items

Contraband/Unauthorized Item searches of your room, common areas (such as classrooms, recreation fields, dining hall, etc.) and personal searches may occur at any time, especially if there is a suspicion. These are necessary for the safety and security of the other youth, Staff, and the facility. Contraband/unauthorized items are any items that have not been issued to you by the Program or are not allowed in the facility. The following are examples of contraband/unauthorized items:

Photographs (pictures depicting nudity, sexual activity, alcohol products, or gang activity) you are not allowed to have other youth’s photos and you


are not allowed to have group photos taken other than for program purposes.

Books or magazines other than approved books/magazines checked out from the program library.

Illegal drugs, including cigarettes, other tobacco products, alcohol, any product containing alcohol and any product used in the making of alcohol.

Prescription medication not kept in the medicine room, or medication other than your own.

Sexually orientated objects or material. Weapons of any kind. Clothing that’s not supplied or approved by the Program. Stolen property or items that have been traded or swapped. Items that display profanity, racism, obscenity or gangs and /or advertises

alcohol, illegal drugs, cigarettes, and/or other smoking products. Food or drink items other than those provided by the Program. Personal hygiene products, other than those provided to you by the

Program or issued to you by the Nurse. Note: Hygiene products are to be stored in your assigned area for personal belongings.

If any of these items are brought in upon admission, or found through searches, they will be confiscated, and appropriate action will be taken. The Facility Administrator may add additional items to this list from time to time, as necessary. Any changes will be explained to you.

Recreation

One hour of recreation/large muscle exercise is provided daily. Extra recreational activities will be provided, when possible. Most recreation will take place outside, weather permitting. If outdoor recreation is canceled due to significant health risks associated with excessive heat or extreme weather, alternative activities will be offered. Due to outdoor heat and humidity, you will be required to rest at instructed intervals, and instructed to drink fluids to prevent a heat stress injury.

Faith Based Services

The Program provides scheduled faith-based services. Please refer to the Master Schedule posted on your unit/dorm for specific times and days of services. Faith based services and or counseling are voluntary, nondenominational, and are held at least once a week. The Program makes ongoing efforts to recruit local and national speakers, organizations, and faith-based programs to participate. You will have opportunities to obtain and earn a variety of reading materials. Other activities will be provided for those not interested in participating. All reasonable attempts will be made to address your spiritual needs while in the program.


Youth Rights

As a youth in the Program, you have the following rights: Access to Courts: Youth have the right to have access to courts while detained at the AJATC, in order to present any issue to the Juvenile Court, including the following: challenging the legality of their adjudication or confinement; seeking redress for illegal conditions or treatment while under correctional control; pursuing remedies in connection with civil legal problems; and asserting against correctional or other government authority any other rights protected by constitutional or statutory provision or common law; Access to Counsel: Youth have the right to have access to counsel and assistance in making confidential contact with attorneys and their authorized representatives. Such contact includes but is not limited to telephone communications, uncensored correspondence, and visits; Freedom from Discrimination: Freedom from discrimination based on race, religion, national origin, sex, handicap, or political views; Equal Access: Program access, work assignments and administrative decisions will be made without regard to race, religion, national origin, sex, handicap, or political views. Access to Media- Reasonable access to the general public through the communications media, subject only to the limitations necessary to maintain facility order and security the youth’s right. Media request for interviews and youth parental/guardian consents are in writing. Protection from Personal Abuse, Verbal Abuse, Personal Injury, Disease, Corporal Punishment, Property Damage and Sexual/Physical/Verbal Harassment- In situations where physical force or disciplinary detention is required, only the least drastic means necessary to secure order or control should be used. All instances of child abuse and/or neglect shall be reported to the Department of Children Services. Protection from Youth Having Power or Authority Over Another Youth: All youth will be supervised and under the control of trained staff or trained volunteers at all times. In no case will a youth be given power or authority over another youth; Personal Grooming: Youth are permitted freedom in personal grooming as long as their appearance does not conflict with the facility’s requirements for safety, security, identification and hygiene;


Separate Housing: Male and female youth housed in the same facility will have separate sleeping quarters but equal access to available services and programs. Neither sex will be denied opportunities solely on the basis of their smaller number in the population; Religion- To practice a religion subject only to limitations necessary to maintain facility order and security. Visits- To receive visits subject only to the limitation necessary to maintain order and security. Recreation – All youth have the right to recreational opportunities and equipment including outdoor when the climate permits. To Live in a Healthful Environment- To have a healthful environment in which to serve their sentence.

Grievance Procedures and Abuse Allegations

The Program believes that most problem situations can be resolved through discussion and persuasion. Minor problems often become major problems because Staff and youth may fail to communicate in an effective manner, or there is no effective follow through with your individual concerns. The “grievance” system is necessary to ensure that your rights are not violated, to eliminate unsatisfactory conditions, and to provide a safety valve to reduce tension among youth and Staff within the Program. There are two ways to make a complaint. The most informal way is to fill out a “Speak Out” form. This is for situations where you may not have a grievance but want to be heard on an issue. If you feel that you have received unfair treatment or that conditions in the Program violate your rights, you have the right to formally grieve the actions of Program Staff, your peers, and conditions or circumstances in the Program. The Program takes grievances seriously; however, you need to utilize the system for it to work effectively. The proper procedure in filing a grievance follows:

1. If you believe your rights have been violated, that you have been treated unfairly, or you are concerned about a condition in the Program, you should attempt to informally resolve (that is, talk the issue over with Staff) as a first step.

2. If you are not satisfied with the response from the Staff, you may file a grievance. Grievance forms are located in each unit/dorm, medical, new and old school and in the dining hall. Print your name, date, and time on the form. Think carefully about what you want to say and what you feel you would like to see happen.


3. Once completed, place the form in the locked Grievance Box located in medical, new and old school and in the dining hall. The Youth Advocate/designee will process the grievance within 72 hours of receipt.

4. All grievances are to be signed by Staff and youth. If you are not satisfied with the response, you may appeal to the Facility Administrator.

5. The Facility Administrator/designee will review your grievance, talk to you, interview any other participants in your grievance, and timely respond to your concern(s).

*Do not hold on to these forms once you have filled them out. Please turn them into the Grievance Box as soon as possible Abuse reporting: If you feel that that you have been abused (physically, sexually, etc.), you have the right and expectation to report the allegation. The program adheres to all applicable state abuse allegation reporting processes to include the option to report an allegation to a designated staff member (i.e. administrator, manager, youth advocate, etc.) other than an immediate point-of-contact line staff member.

PREA (Prison Rape Elimination Act) Overview

The program takes a “zero tolerance” stance toward “sexual abuse/misconduct”. Every staff/resident is expected to treat and or be treated appropriately and to respect each other’s boundaries. If you feel that you have been sexually abused/mistreated, as noted above, you have the right and expectation to report the allegation to a designated staff member (i.e. administrator, manager, youth advocate, etc.). The allegation will be subsequently called into the “PREA Hotline” (refer to signs posted on your unit). All allegations will be thoroughly investigated. Residents engaging in sexual abuse/misconduct shall be appropriately disciplined regardless of whether the act constitutes criminal conduct.

Mental Health and Substance Abuse Services

Upon admission, you will begin to meet with several program professionals to determine your current needs. This may include mental health and/or substance abuse services. If applicable, a therapist will be assigned to assess your needs/concerns/condition. Individual mental health/substance abuse treatment may be recommended during your stay. You can request mental health and/or substance abuse services, such as counseling, information, or an evaluation, by asking your Case Manager for a referral.


Positive Behavior System

At Arkansas Juvenile Assessment and Treatment Center you get what you earn. The program operates on a cognitive/behavioral model, which concentrates on rewarding positive behavior with privileges. Within this program model are status levels each student can achieve. These levels include:

Girls: Orientation, Novice, Intern, Contributor, and Leader/Mentor.

Boys: Orientation, Rookie, Intern, Ram, Block R. Privileges and responsibilities are assigned as the student progresses or regresses from one status to another. ORIENTATION STATUS: The primary objective of this status is for the new student to adjust to program rules, learn to recite program norms, and begin to identify reasons for placement. Behavior While at Orientation: Students in the Orientation Program will be expected to follow established program element norms spelled out in this Student Handbook. All students enrolled in the Orientation Program upon arrival, the goal is to earn 14 green or yellow days to progress to Novice status.

Model positive behavior

Complete fitness ritual

Accept feedback/Change behavior

Participate in Leadership Circles and Team Meetings

Complete chores; keeps room inspection ready

Demonstrate positive school behavior; complete school work

Follow unit norms

Follow line movement norms

Volunteer for Extra-Curricular activities

Complete Concept manuals 1,2 completed

Complete Orientation sign off sheet

Once these tasks are complete student is awarded Novice status NOVICE / ROOKIE STATUS: As a Novice/Rookie student, you should start being able to clearly demonstrate the following:


Follow rules and program expectations consistently.

Learn and complete chores as directed by staff.

Identify reasons for placement.

Learn to verbalize level system.

Exhibit basic level of respect to staff, peers, and others.

Exhibit basic ability to verbalize the problems that need to be addressed.

Complete Resource Guide 3, 4,5

Complete Intern sign off sheet

3 out of 4 positive force field weeks in order to advance Intern status

When these tasks are completed you will be awarded Intern status INTERN STATUS: At this phase of the program, the student not only has accepted a need to change self-destructive behavior but also is beginning to take an active part in the change process. The student starts to exhibit basic levels of insight into her behavior and begins to develop an understanding of her own patterns of distorted thinking. The student is starting to exhibit accountability for personal behavior but continues to struggle with issues of the core self and those related to family. It is towards the end of this phase that the student may appear to be isolating as a means of separating herself from negative influences. Advancement from Intern to RAM/ Contributor status requires the following criteria: A. The student must demonstrate appropriate behavior in school, as evidenced by written feedback from Education staff. B. The student must demonstrate appropriate behavior in groups, as evidenced by completed “Evaluation of Group Participation” forms by all group facilitators. In addition, the following are the expectations of Intern status:

Demonstrate ability to anticipate future consequences of behavior.

Exhibit accountability for own behavior and consequences associated with those choices.

Begin to formulate long-term goals.

Demonstrate basic problem solving and conflict management skills.

Exhibit a consistent level of self-management of own behavior.

Acknowledge impact of previous and current behavior on others.

Respond to feedback from others.

Begin to confront peers appropriately with concern.


Communicates with staff concerning dysfunctional behavior by peers, milieu groups and program.

Model positive behaviors.

5 out of 6 above standard force fields to earn RAM/Contributor Status Completion of RAM/Contributor Sign off Sheets


Arkansas Juvenile Assessment and Treatment Center Arkansas Division of Youth Services

Acknowledgement of Receipt of Student Handbook

I, , certify that I have participated in Orientation and received a copy of the Student Handbook. I have read the Handbook and understand what it contains. If I cannot read, I have had the Student Handbook and this Acknowledgement thoroughly explained or read to me.

Student Signature Date Staff Signature Date

Appendix J

Dear Passageway Friends, Supporters and Donors,

At Passageway Scholarship Foundation, we have the honor of helping ROP alumni achieve their educational and professional goals. In the 2017-2018 academic year, Passageway provided scholarships for students in schools across the country including Cincinnati School of Barbering, Shippensburg University in PA, Glendale Community College in AZ, Arizona State University, University of Kansas and the University of Denver Morgridge Graduate School of Education.

I am inspired by the resiliency of the young people we serve and the potential they all have. In this annual report, we’re sharing some of our scholars’ stories and notes of gratitude, so you, too, may be inspired. I hope you will recognize the importance of our mission and the ripples of positive change created when we educate a young mind and provide hope for the future.

In gratitude and appreciation,

Lisa Broman

Executive Director

Offering Rite of Passage youth who have the desire to succeed, the means to do so.

Annual Report 2017-2018 Academic Year

Passageway Scholar Vincent Lucero has been teaching fourth grade social studies for three years, but for almost a decade, he has shown us all how to be resilient, tenacious and committed to education.

After graduating from Ridge View Academy in 2004, Vincent enrolled in Metropolitan State University of Denver. As a first generation college student, Vincent found school financially overwhelming, but he persevered and remained committed to getting an education, even sleeping in his car at times and going without a phone in order to pay tuition. After

Jordan graduated in May with his associates degree from Cuesta College in San Luis Obispo, CA:

“All of this wouldn’t have been possible without you guys. Thank you for the help throughout the years believing in me when I didn’t even believe in myself. You guys are miracle workers. Please continue to do what you do.”

Jordan

Kelsey

Teaching Us All the Value of Education

Kelsey is a sophomore at Metropolitan State University of Denver with plans to enter the medical field:

“A prominent reason I so adamantly seek an education and an esteemed career is my daughter Zelda. . . In order to raise a strong, outspoken, fierce young woman, I must be this myself.

The financial support that Passageway provides allows me to fulfill my obligations not only as a student, but also as a mother. Less than pleasant experiences in the foster care system once made me question whether good people still exist. Since beginning my education at MSU Denver, I have time and time again become acquainted with good people. Being a recipient of a selfless act feeds a similar drive within myself. A billion “thank you’s” will never serve to express the gratitude I have for my donors. Rather, I hope to show my appreciation through hard-earned good grades and a career in the medical field where I, too, can help others.

My voice cannot convey the appreciation I have for the Passageway Scholarship Foundation. Thank you for helping me attain a quality education. Thank you for showing me that good people do exist, and for inspiring me to be the best one I can be.”

Student Gratitude... in their own words

Mr. Lucero

many years of hard work in and out of the classroom, Vincent earned his degree in Chicano Studies and Elementary Education.

In his own classroom, Mr. Lucero encourages students to become engaged citizens of the world, to achieve academically and to understand the value of education. He knows first-hand how an education can change one’s life. And, he continues to teach through example. In June, he graduated with a Master’s degree in Educational Leadership and Policy Studies with the Principals Licensure at the University of Denver.

100%of all donations go

directly to scholarships

ROP matches all employee donations dollar for dollar and covers all administrative costs.

State of Financial Position2018-2017 2017-2016

IncomeDonations $ 82, 331.19 $ 63,695.29ExpensesScholarships $ 73,957.45 $ 59,254.84

Net Income $ 8,373.74 $ 4,415.45Funds Balance $ 773,796.87* $ 765,423.13

39%

61%

ROP Employee DonationsCommunity and Business Donations

*As of July 31, 2018

Student Gratitude... in their own words

2017 & 2018 Financial Breakdown

49scholarships

awarded in 17-18 school year

To make a donation, please visit our website www.passagewayfoundation.org

• •

, •

Karen DoyleElizabeth DuncanHeidi EbsenRebecca EcklandNorberto FerdinMichael FerrettiJennifer FerrufinoSpencer FinchMichael Foeldi Jr.Lorie FoxDorothy FranklinDaniel GadsonPatricia GarciaRichard GazdaykaCynthia GervieRussell GilchristAnna GonzalesMatthew GostingPaul GrahamGerardo GranadosMark GumbsRodney HarrisTracy HarrisonRozetta HartsfieldKenneth HaysBrian HeathRobert HolzerLawrence HowelJose IbanezJames IrelandNicole JackmanAnthony JacksonErica JacksonDerrick JamersonRobert Kachur Sheldon KingCaitlin Kitchell Pete KloverJay KoedamOmar Landeros

William LargeKristina LesleyMaudeen LindsayAlexander LoaJennifer LunaDoug & Joyce MacCarthyLeonardo MarinLance MarlowRyan MaxaDeb and Barry McBride Linda McCartyChristopher McClureCasandra McCrayPaul McCurtainKevin McLeodLinda MelendezCharon MitchellKent MoeMaria MonahanLorenzo MooreKeith MorelandJohn MotleyKaren MurrayTimothy NemecMichael PetrellaJack PhouminavongMiguel PicassoKenneth PirtleMichael Pisecki IIIGwen ProutyDesirae QuintanaStefan Reid Debbra RelafordVivian RichardsonThomas RobinsonJanet RochaTeana RuckerTarino RussellJim and Karen Sacherman Vicky Sayer-Lamb

A special thanks... to all individuals & businesses who supported Passageway Scholarship Foundation in 2017/2018:

Helen ScadutoAnthony ScanioEvelyn SchottEric SchottSuzanne SchulzeMatthew SegoviaErica SegoviaChristian SifuentesPatrick & Lisa SchnurbuschWendy StegemannNancy TaylorJohn and Judy Tiernan Sandra TimmersMelissa TorresGreg TownsendJohn TrentKelly TurkGuadalupe VargasMike VegaSharod VickersRon WestphalCharles WhetstoneMichelle WilliamsAnthony WilliamsNicole WilsonBill Wood Paige WoodardPeter WoodsDavid WoodsonRick WrightCourtney WunderlichFNF AssociatesGenoa Candy Dance/The Town of

Genoa, NVPat Lane Homes, Inc.Silicon Valley Community FoundationSun Cornerstone GroupQuicksilver Agility Club and Northern

Nevada Australian Shepherd ClubRidgeview Academy Advisory Board

PASSAGEWAYSCHOLARSHIP FOUNDATION

2560 Business Parkway, Ste A

Minden, Nevada 89423

Phone: (775)267-9411

Fax:(775)267-6726

Jerry & Cindy AdemakErnest Adler Rusty AlexanderJoe AndersonHanna AnderssonNicholas AndrewsDaniel Aning Brian AnthonyJuliana BaharudinMichael BankstonEric BeckerGodfrey BennettJason BennettTracy Bennett-JosephJames BergerPatricia BillingtonAdrian BimbelaGaley BetzlerCJ Bower Robert BowserMargaret BoyerWayne BradleyBettina Bravo WrightDarryl BrooksAshly BrownSki & Lisa Broman Janine BuckTimothy Cade IICarol CantrellMichael CapreDana CentanniJames CobbBelinda ContrerasEdward CopeMarie CulpepperDeborah DavisLuis De LeonJohn DibbleZenaida DominguezDenise Donelson

l~-1--

Appendix K

Rite of Passage

Culinary Arts Curriculum

Implementation Guide

Introduction to Culinary Arts

Mod 1:

Goal(s): Practice Personal Hygiene

Lesson Overview:

Learning Outcomes

1.1 Work Healthy

1.2 Proper Hand washing techniques

1.3 Proper Clothing and Grooming

1.4 Good Work Habits

Differentiated Instructional Strategies

• Review school 's health policy regarding illnesses and when

it is safe to return to school.

· • Demonstrate the proper bandaging and covering of cuts and

wounds.

• Demonstrate how to properly put on latex gloves.

• Demonstrate Proper hand washing techniques as outlined in

Culinary Essentials page 180

• Give handout of proper hand washing techniques

• Written test on proper hand washing techniques.

• Discuss health regulations regarding fingernails - length,

polish

• Discuss and demonstrate proper hair restraints as applied in

shop.

. • Discuss the Chefs uniform, its history and importance as to

how it safely applies to the running of a kitchen.

• Discuss the health implications of excessive jewelry and

how it applies to shop appearance.

-

• Discuss work habits not previously mentioned i.e. sitting on

counters, gum chewing, smoking etc...

. -

Resources: Introduction to Culinary Arts chapter 1, Maricopa County Food Handlers Study Guide

Extension Activity:

Informal Assessment(s)

Daily Observation

-

Formal Assessment(s)

Personal Hygiene Rubric

Written Tests

Goall

Personal Hygiene

PERSONAL HYGIENE

Criteria 1 2 3 4 5

Proper Bandaging of Cuts

Application of Latex Gloves

Proper hand washing techniques

Fingernails-length, cleanliness

Hair restraint

Facial Hair

Excessive Jewelry I

I .

Notes:

Total Score

- - ---

Scoring:

5=Excellent

4=Above Average

3=Average

2=Below Average

1 =Poor

Mod2:

Goal(s): Work Place Safety

Lesson Overview:

- Learning Outcomes

2.1 Identify Safety Guidelines for all

equipment in shop.

2.2 Explain fire safety measures

- -

2.3 Describe basic first aid procedures

2.4 Identify potential kitchen dangers

- -


• Demonstrate how to safely operate all equipment in shop

• Demonstrate how to safely breakdown all equipment in shop

• Demonstrate how to safely clean all equipment in shop.

• Demonstrate how to safely assemble all equipment in shop

• Identify fire exits

• Show posted shop evacuation plan

• Identify and locate fire extinguishers and their uses

• Identify and explain the three possible types of kitchen fire

and how to effectively and safely extinguish them.

• Demonstrate how to properly use a fire blanket.

• Explain first aid to treat various wounds

• Explain how to avoid bums in the kitchen

• Demonstrate how to effectively treat a minor kitchen bum.

• Show how to properly reach school nurse for further

assistance.

• Demonstrate the "Hug of Life"

• Demonstrate how to safely avoid blood borne pathogens.

-

··

• Demonstrate safe knife handling procedures.

• Discuss safe floor cleaning procedures.

• Discuss horseplay, running and general safe kitchen

behavior and outlined in shop rules

• Discuss proper chemical uses and storage.

• Locate the MSDS folder in shop.

• Demonstrate proper lifti ng Procedures

Resources:

Introduction to Culinary Arts chapter 2, Maricopa County Food Handlers Study Guide -

Extension Activity:


Daily Observation


Written tests, Equipment Rubric, Knife Handling

Rubric

Criteria 1 2 3 4 5

Sanitation (Criteria covered in early modules)

Equipment Operation !

Equipment Breakdown Equipment cleaning/Sanitizing

I

Equipment Reassembly

•

' I I I•

... 11,

Goal2

Work Place Safety

Notes:

Total Score - -

Scoring

S=Excellent

4=Above Average

3=Average

2=Below Average

I =Inadequate

!'I'I

Mod 3:

Goal(s): Food Handling Safety

Lesson Overview:

Learning Outcomes

3.1 Identify Biological, Chemical and

Physical Hazards that apply to food

safety

3.2 Understand the Food temperature

danger Zone

-

3.3 Understand cross Contamination

3.4 Understand proper manual and

mechanical washing techniques.


• Discuss and identify the biological hazards that can occur in

food.

• Discuss and Identify the Physical Hazards that can occur

when preparing food.

• Discuss and Identify the Chemical Hazards that can occur in

food.

• Explain the importance of limiting the time food spends in

the Temperature Danger Zone.

• Explain the growth rate of bacteria while in the danger zone.

• Explain the potentially hazardous foods that are affected by

the Danger zone.

• Explain and discuss the various ways food can be effected

by cross contamination.

• Discuss and demonstrate the set-up of a standard three bay

sink.

• Demonstrate the usage of the shop’s mechanical washing

system.

Resources:

Introduction to Culinary Arts chapter 1, Maricopa County Food Handlers Study Guide - -

Extension Activity:

- -

Informal Assessment(s) -


Daily observations Written Tests

Mod 4: -

Goal(s): Knife Skills and Nomenclature

Lesson Overview:

Learning Outcomes

4.1 Set up Work Area

4.2 Proper knife selection

4.3 Basic Cutting Techniques

4.4 Proper Knife Sanitation

Resources:

Introduction to Culinary Arts chapter 4 -

Extension Activity:

-


Daily Observation


• Demonstrate Cutting Board anchoring

• Discuss refuse bucket and stress importance of a clean,

organized work area

• Demonstrate proper wrapping and labeling techniques

• Discuss parts of a knife and their uses

• Identify the various knives found in the student's knife kits.

• Explain the uses for the knives.

• Demonstrate how to sharpen and steel a knife.

• Demonstrate how to properly and safely hold a knife for

carrying, handing it over and for cutting

• Demonstrate cleaning and trimming of vegetables used in

daily production.

• Demonstrate how to safely cut vegetables for daily

production.

• Demonstrate how to safely clean a knife.

• Review cross contamination and how a knife can transfer it.

- Formal Assessment(s)

- ----- - -

Written Test, Knife Handling Rubric, Work Station

; Set-up Rubric.

Goal4

Knife Handling Procedures

Criteria 1 2 3 4 5 Sanitation (Criteria covered in early modules)

Safety (Criteria covered in early modules)

Process and Product Criteria 1 2 3 4 5

Sharpening: 20 degree angle, even sides

Steeling-Trued Edge 't

Proper Holding of Knife I

Vegetable Trimming

Vegetable Cutting, per demonstration

I ' i I!

Notes: Score - - -

Scoring:

5=Excellent

4=Above average

3=Satisfactory

2=Below Average

1=Inadequate

Goa14 B

Knife Station Set-up



Process and Product Criteria 1 2 3 4 5 Cutting Board Set-up

Refuse Bucket i' '

Proper wrapping of food

Proper Labeling of Food ,,

I •

I -,-r.

Notes:

Score

Scoring:

S=Excellent

4=Above Average

3=Average

2=Below Average

1=Inadequate

Mod 5:

- Goal(s): Weights and Measures

Lesson Overview:

Learning Outcomes

5.I Weigh, measure liquids, identify

items by count

5.2 Identify Components of a

standardized recipe

5.3 Use a standardized recipe

Resources:

Introduction to Culinary Arts chapter 5

Extension Activity:


· • Demonstrate how to use a spring scale

• Demonstrate how to use a bakers scale

• Demonstrate how to use liquid measuring devises

• Explain how to correctly read and follow a standardized

recipe

• Explain a recipe yield, and it's importance in production

• Demonstrate proper Mise en Place for a recipe, stressing its

importance

• Explain how to convert a recipe to greater or lesser amounts


Yield work sheets including kitchen, Measurement


Measurement Rubrics, Written tests



Process and Product Criteria 1 2 3 4 5 Liquid measure identification-gallons, quarts, cups

Liquid Measure Usage

Spring Scale Usage

Bakers Scale Usage

I

I :•

Goal

Weights and Measures

'

" Notes:

Score----

Scoring:

5=excellent

4=Above Average

3=Average

2=Below Average

1=Inadequate

Mod6:

Goal(s): Equipment Identification and Usage

Lesson Overview:

- .

Learning Outcomes

6.1 Use of kitchen cooking equipment

6.2 Use of Food processing equipment

6.3 Use of hot and cold food storage

equipment

6.4 Selecting proper small wares

- - - - - - - -- - - Differentiated Instructional Strategies

• Demonstrate the safe usage of all equipment needed for

daily production

• Explain conventional vs. convection oven cookery

• Demonstrate Range top operation

• Demonstrate fryolator usage

• Demonstrate griddle operation

• Demonstrate steamer operation where applicable

• Review all safety procedures for processing equipment

already covered

• Demonstrate the safe usage for other equipment needed for

daily menu production

• Identify and demonstrate the various attachments for

equipment used in daily production

• Review food temperature danger zone

• Demonstrate how to set up, use and clean all hot food

storage equipment

Demonstrate and discuss how to safely store food that is

under cold storage

Demonstrate how to clean cold food storage areas

Locate all thermometers in both hot and cold food storage

equipment; explain the importance of these devises.

• Show the different pots and pans found in a kitchen and

explain their uses.

• Show the different sized ladles, how to identify them, and

the different uses for each.

• Show the different sized portion scoops and how to identify

them.

• Show the various hand tools, how each works and what each

should be used for.

• Demonstrate how to use and calibrate a pocket thermometer.

• Show the difference between a stiff and balloon whisk, and

explain the appropriate use for each.

Mod:

Goal(s): Equipment Identification and Usage

Lesson Overview:

-

Resources: Introduction to Culinary Arts chapter 3

Extension Activity:


Daily observation

Written tests,


Scoring Rubric

Goal 6

Large Equipment Identification and Usage

Criteria 1 2 3 4 5 Sanitation (Criteria covered in earl y modules) Safety (Criteria covered in early modules)


Range Top Operation

Oven Operation

Fryolator Operation

Griddle Operation

Steamer operation (where applicable)

Equipment Attachment Identification

Equipment Attachment Usage ,

Notes:

Score - - -

Scoring:

5=Excellent

4=Above Average

3=Average

2=Below average

1=Inadequate

Goal6 B

Small Equipment Identification and Usage

Criteria 1 2 3 4 5 Sanitation (Criteria covered in early modules) Safety (Criteria covered in early modules)


Pocket Thermometer Calibration Pocket Thermometer Usage Pot and Pan Identification

Ladle Identification

Portion Scoop Identification

Miscellaneous hand Tool

Identification

I

I i ' I

'

Notes:

Score-----..,.-

Scoring:

5=Excellent

4=Above Average

3=Average

2=Below Average

1=Inadequate

- ..

'"I''

Mod 7:

Goal(s): Introduction to Quantity Cooking/ Cafeteria Production

Lesson Overview:

- Learning Outcomes

7.1 Practice Safety, Sanitation and

Personal Hygiene

7.2 Use common tools, machines and

equipment safely

7.3 Prepare Convenience Foods

7.4 Manage time properly to ensure

maximum efficiency.

7.5 Identify Work Stations

Resources: Introduction to Culinary Arts chapter 7

Extension Activity:


Daily Production

-- - Differentiated Instructional Strategies

• Review safety and sanitation practices

• Review Safety Procedures for tools and equipment

• Explain the importance of following directions to insure

proper outcome of convenience food product.

• Explain the importance of proper ingredient selection to

insure desired outcome of prepared foods.

• Demonstrate where to locate and how to safely and properly

thaw frozen prepared food for service.

• Explain the importance of proper food portioning to insure

both cost effectiveness and proper planning.

• Demonstrate how to serve a meal from a service line in the

school's cafeteria.

• Explain, then demonstrate the importance of Mi se en place

when as it pertains to recipe production

• Review the proper set up of an organized work station.

· • Review measuring and scaling procedures.

• Prepare and explain the importance of a production task list.

• Explain and stress the importance of meeting time deadlines

for service on a daily basis.

• Orient the students on each of the stations that are required

for service in the school’s cafeteria

• Demonstrate the Mise en place needed to efficiently staff

each station.

' • Demonstrate the proper and safe service of food and

beverages.


Goal7

Quantity Cooking Mise En Place

Criteria 1 2 3 4 5 Sanitation (Criteria covered in early modules) Safety (Criteria covered in early modules)


Proper Thawing techniques

Proper Station Set Up :

Accurate Measurements Accurate Portioning

I

Following Recipe Directions ••

!I

I

.,

Notes:

Score- - - - -

Scoring 5=Excellent 4=Above Average

3=Average

2=below Average

1=Inadequate

Mod 8:

Goal(s): Careers in the Food Service Industry

Lesson Overview:

- Learning Outcomes

8.1 Ide n t i fy food production and

service opportunities

8.2 Define the Classical Kitchen Brigade

and modern kitchen line system

8.3 Identify roles of a foodservice

manager

-

8.4 Identify Trends in the Foodservice

Industry

- -


• Explain the various careers available in the food service industry.

• Have students research via the internet or newspaper want

ads and find 5 different positions locally available for

employment.

• Have students select 1 position in the food service industry

and write a Collins type 3 writing procedure as to why they

feel this would be of interest to them.

- • Explain and define the various positions of a classic brigade

system.

• Explain and define the positions of a modem kitchen line

system.

• Explain the role of a Chef and Manager in a restaurant.

• Explain the experience and education necessary for these

management opportunities.

• Have students, via internet or newspaper want ads, find a

restaurant management opportunity and list the skills

necessary to qualify for that job.

Tum the above list into a Collins type three writing exercise.

- -

Explain the current trends that are available in the foodservice industry.

• Via the internet and local newspaper food section, have

students list what trends are currently available in the local

area.

• Have students do a Collins Type three writing on a

restaurant that practices a current food trend.

Resources:

Introduction to Culinary Arts Introduction chapter 20,23, Daily participation

Extension Activity:

-

Informal Assessment(s) Formal Assessment(s) -

Written Tests, writing assignment,

Mod9:

Goal(s): Professionalism in the Foodservice Industry

Lesson Overview:

- -· -

Learning Outcomes

9.1 Understand and Properly wear a

Chefs Uniform

-

9.2 Understand the importance of

Listening and Communication

skills.

--

9.3 Understand the importance of teamwork and how it affects the

running of a kitchen.

- -


• Explain the Various parts of a Chefs Uniform.

• Demonstrate how to wear the various components of a

Chefs uniform.

• Using a Collins writing format of your choice, have students

explain why a properly worn uniform is essential to work in

a kitchen.

• Discuss the importance of communication and listening and

the consequences of poor communication.

• Discuss the importance of respect for supervisors, fellow workers and for yourself and your work.

• Using a type three writing assignment, have students write

on the importance of proper communication skills.

• Discuss the importance of team work and how it affects the

daily production of the cafeteria.

Resources: Introduction to Culinary Arts Introduction chapter 20,23, Daily participation

Extension Activity:

Informal Assessment(s) - - -

Daily Observation


Written Tests, writing assignment

Intermediate Culinary Arts

Mod 1:

Goal(s): Mise en Place

Lesson Overview:

Learning Outcomes Differentiated Instructional Strategies

1.1 Practice Organizational Principles • Demonstrate how to properly set up a breading station.

• Discuss and demonstrate planning for advanced kitchen preparation.

• Discuss and demonstrate basic food preparation technique

such as proper trimming, cooking procedures and safe

holding of prepared foods.

• Discuss and demonstrate marinations, both wet and dry, as

well as the functions they provide to the food.

1.2 Understand the types of meal service • Discuss the types of meal service used in the restaurant

industry.

• Discuss and plan mise en place for both extended and set

meal service.

• Demonstrate set up for both of these services.

1.3 Perform basic cutting techniques • Demonstrate safe knife handling

• Discuss the importance in cutting uniformity.

• Demonstrate the Classical Vegetable cuts

1.4 Keep knives sharp for all preparation

activities • Demonstrate the proper technique for sharpening a knife

using a three sided sharpening stone.

• Discuss the difference between a sharpening stone and a

steel.

• Demonstrate the proper technique for using a sharpening

steel

I

Resources: Introduction to Culinary Arts Introduction chapter 4,7,20,23, Daily participation

Extension Activity:

Informal Assessment(s) Formal Assessment(s)

Daily Preparation Written tests

Scoring Rubrics

I

. Sanitation Safety


Flour seasoned Egg Wash

Crumb Mixture

Finished Product I i::!.:'I .I

i

Assessment: Standard Breading Procedure

Based on class theory, instructor demonstrations, resource, materials and class production, the student will be

judged on the following criteria

:_I_ _I_

Station Set up ., ..

Total Score

Scoring 5=Excellent 4= Above Average

3= Average

2= Below Average

l =Poor

Assessment: Knife Sharpening



I

.II

Sanitation

Safety


Station Set Up I

Proper Oil Selection I I"

Knife at 20 degree angle

Proper Steeling I

Finished Product ..,

'• ••

I

I

Total Score

Scoring

5=Excellent

4= Above Average

3= Average

2= Below Average

l=Poor

Mod 2:

Goal(s): Basic Cooking Methods

Lesson Overview:

2.1

Learning Outcomes

Understand the effects of heat on

food.


• Describe the various methods of heat transfer to food:

Conduction; Convection and Radiation

• Explain and demonstrate the effects that heat has on:

proteins; starches; sugars; fibers.

• Explain and demonstrate how to control the effects that heat

has on food.

2.2 Prepare foods using moist

heat cooking methods. • Explain what foods should be used for the various types of

moist cooking methods.

• Demonstrate the various methods used in moist cooking.

(Steaming, boiling, simmering, poaching and braising)

• Evaluate a properly cooked food using the various moist heat

cooking methods.

2.3 Prepare food using dry heat cooking

methods both with and without fat. • Explain the difference in temperatures required in cooking

with fat.

• Demonstrate Sautéing, Pan Frying and Deep Frying.

• Explain and discuss the different temperatures required for

dry heat cooking.

Demonstrate the methods for Baking, Roasting, Broiling and

Grilling.

Evaluate a properly cooked food using the various dry heat

cooking methods.

Resources: Introduction to Culinary Arts Introduction chapter 8, Daily participation

Extension Activity:


Daily Observation Written Observation

Scoring Rubrics

I •

• 'j '

,

Sanitation

Safety

Process and Product Criteria 1 2 3 4 5 Proper Cooking Medium

I Proper Depth

'I I I Proper Temperature

Finished Product I , 'I_

Assessment: Moist Heat Cooking Methods

Method



,; It

..

I

Total Score

Scoring

5=Excellent

4= Above Average

3= Average

2= Below Average

l =Poor

Assessment: Dry Heat Cooking Methods with or Without Oil

Method



Sanitation Safety


Proper equipment selection

Proper

Proper

temperature I_

oil amount

Finished Product I

II•

:

- r fjI II I 'I

I

Total Score

Scoring

5=Excellent

4= Above Average

3= Average

2= Below Average

l =Poor

Mod 3:

Goal(s): Sandwich Preparation

Lesson Overview:

Learning Outcomes Differentiated Instructional Strategies 3.1 Describe the different types of Hot • Discuss the different varieties of fillings for hot and cold

and Cold Sandwiches offered on a sandwich preparation.

daily menu. • Discuss the variety of breads used in hot and cold sandwich

preparation.

• Discuss and demonstrate different sandwich making

techniques

• Explain the importance of portion control as it applies to

sandwich preparation.

• Review the procedure for using a portion control scale.

• Demonstrate how to set up Mise en Place for sandwich service

3.2 Explain the guidelines for assembling • Demonstrate how to assemble a cold sandwich. and cooking both hot and cold • Demonstrate how to assemble and cook a variety of hot sandwiches. sandwiches.

• Discuss the function and importance of various sandwich

spreads and toppings; Mayonnaise, Mustards, Relishes and Vinaigrettes.

,,• Discuss the importance of appropriate sides for both hot and

cold sandwiches

,• Discuss and demonstrate the importance for both appropriate

and functional garnishes for hot and cold sandwiches.

3.3 Prepare Hot and Cold Sandwiches for • Compose menu item, for sale in the school 's cafeteria that

Service will apply the theories discussed for hot and cold sandwich

preparation.

• Oversee both hot and cold sandwich station set-ups for

service in the school's cafeteria.

• Oversee and evaluate appropriate sides and garnishes for

sandwich service.

Resources: Introduction to Culinary A r t s Introduction chapter 11, Daily Participation

Extension Activity:


Daily Observation

Written Tests

Scoring Rubrics

Assessment: Hot /Cold Sandwich Preparation

I

Sanitation Safety

I'

Process and Product Criteria 1 2 3 4 5 Proper portioning

I

Proper spread ( where applicable) Proper assembly I :I

Appropriate temperature ,'

Appropriate Garnish



r•

Total Score

Scoring

5=Excellent

4= Above Average

3= Average

2= Below Average

l =Poor

.,,, 'I

Mod4:

Goal(s): Introduction to Salads

Lesson Overview:


4.1 Ident i fy the various greens used in

salad preparation. • Discuss and sample the various greens that are used to

prepare a variety of salads.

• Discuss the different uses for these greens.

• Show the difference between a green of good and poor quality.

4.2 Discuss the proper preparation and

storage of salad ingredients. • Discuss and demonstrate the proper cutting and cleaning

techniques for salad greens.

• Discuss the proper storage techniques of salad greens for both immediate service and future usage.

4.3 Identify the Components to a Salad • Identify and discuss the four components to any given salad:

Base, Body, Dressing and Garnish

• Discuss the importance of each component.

4.4 Identify the Various types of Salads • Discuss the various types of salads used in the food service industry: appetizer; accompaniment; entree; separate course;

dessert.

• Demonstrate one salad from each type and discuss the

appropriate service time for each salad.

4.5 Discuss Vegetables used in

salad preparation

.:

• Discuss the various vegetables used in salad preparation,

both as body and garnish.

• Demonstrate how to properly cut and store vegetables for

salad preparation.

4.6 Discuss Dressings used in salad

preparation • Discuss the various types of oils and vinegars used in

dressing preparation.

• Discuss and demonstrate how to prepare a vinaigrette

dressing using the proper ratio of oil to vinegar.

• Discuss and demonstrate how to prepare an emulsified

dressing.

• Discuss and demonstrate the procedure for making a boiled

dressing.

Resources: I ntroduction to Culinary Arts Introduction chapter 10, Daily participation

Extension Activity:


Daily observation Written tests

Scoring Rubric

Sanitation

Safety


Vegetable Cuts

Properly Cleaned Greens :' II'

Presentation

Properly dressed /seasoned :i

Properly Garnished 1

11! :111111

I

'•

I

Assessment: Salad Preparation



lfh

. .

Total Score

Scoring

5=Excellent

4= Above Average

3= Average

2= Below Average

l=Poor

I II

Assessment: Salad Dressings

Sanitation

Safety


Oil: Vinegar Ratio

AJpropriate flavoring I I'

Appropriate Garnishes (where applicable) Proper Emulsification (where applicable) I IIi



,,,,,

I .

''··

f ' ·I:

Total Score

Scoring 5=Excellent 4= Above Average 3= Average

2= Below Average

l =Poor

Mod:

Goal(s): Frozen and Convenience Foods

Lesson Overview:


5.1 Understand why frozen and

convenience foods are used in the

food service industry.

• List the advantages of using frozen

• List some of the disadvantages of u convenience foods.

and convenience foods.

sing frozen and

and convenience foods

pecs are maintained

orage of these foods.

how they can be best

nner.

5.2 Practice the proper receiving and

storage procedures for convenience

foods.

• Discuss the quality levels of frozen

and ensure that the manufacturers s

through the proper receiving and st

• Discuss the various foods shelf life,

preserved and used in a timely ma

5.3 Understand the importance of the

proper defrosting methods for frozen


• Review the manufacturer's directions for the proper thawing of frozen and convenience foods.

• Discuss what the pit falls are if these foods are im properly

handled.

5.4 Understand the characteristics of

various frozen and convenience

foods.

• Explain the difference between fully, partially or not

prepared at all.

• Stress the importance of following manufacturers cooking

instructions to ensure that the best quality product is being

used.

5.5 Proper cooking of convenience foods.

,:

r

• Discuss the proper cooking methods that apply to the

convenience foods demonstrated. le Demonstrate the proper equipment usage to cook/reheat

frozen or convenience foods

5.6 Attractively plate and serve Frozen


I

• Demonstrate attractive plating for frozen and convenience

foods.

• Prepare a garnish that compliments the food.

I

Resources: Introduction to Culinary Arts Introduction c hapter 8,11, Daily participation

Extension Activity:


Daily Production


Written Tests

Assessment: Frozen/Convenience Food Cookery

I ' ' Sanitation

Safety


Equipment Selection I ..I

Cooking Technique II t"

Appropriate Plating

,:•

_ I I

,I

I

I



Garnish ·· · ,,,

l,

Total Score


3= Average

2= Below Average

l =Poor

Mod 6:

Learning Outcomes Differentiated Instructional Strategies 6.1 Identify the difference in

characteristics, frozen, fresh, canned

and dried vegetables-

• Show and sample a variety of fresh vegetables that are used

in service.

• Show and sample a variety of frozen vegetables used m servrce.

• Show a variety of canned vegetables used in service.

• Show and sample a variety of dried in vegetables used m service.

• Compare the difference in quality between these vegetables.

6.2 The proper storage of fresh, canned,

frozen and dried vegetables. • Discuss the proper storage temperatures for fresh, frozen,

canned and dried vegetables.

• Discuss the height requirements necessary for safe storage in

refrigerated, frozen and dried storage areas.

6.3 Properly cut and trim a variety of

fresh vegetables. • Demonstrate the proper trimming and cutting techniques for

a variety of fresh vegetables, stressing the importance of

accuracy and consistency.

• Demonstrate appropriate classical vegetable cuts for each

vegetable.

6.4 Properly cook, season and garnish a

variety of fresh, canned, frozen and

dries vegetables.

• Demonstrate how to cook fresh green vegetables.

• Demonstrate how to cook root and white vegetables.

• Demonstrate how to cook frozen vegetables. r; • Demonstrate how to reconstitute dried fruit or vegetables.

Goal(s): Vegetable Identification

Lesson Overview:

, ''II •r:r


Extension Activity:


Daily Production Written Tests

Scoring Rubrics

Assessment: Vegetable Cookery

I

Sanitation

Safety

Process and Product Criteria 1 2 3 4 5 Appropriate Sized Cuts Appropriate Cooking Method II

Cooked Texture

Seasoning

Flavoring . ' ..•,



·ih

'

Total Score

Scoring

5=Excellent

4= Above Average

3= Average

2= Below Average

l =Poor

I Jl

Mod7:

G o a l s : : Stocks

Lesson Overview:


7.1 Preparation of White Stock • Discuss the importance of bone blanching

• Demonstrate Mirepoix as cut for stock

• Demonstrate a sachet bag

• Discuss and demonstrate the importance of skimming a stock

• Discuss simmering times relate to each variet y of stock

• Demonstrate h o w to strain, safely cool and store a stock

7.2 Preparation of Brown Stock • Demonstrate the proper browning of bones, mirepoix and

tomato product.

• Demonstrate pan deglazing to capture fond.

• Review simmering, skimming, cooling and storage techniques.

7.3 Preparation of Vegetable Stock • Discuss what vegetables are used in a vegetable stock.

• Demonstrate vegetable cuts as applied to vegetable stock.

• Discuss simmering time of a vegetable stock.

• Review straining, cooling and storage techniques.

7.4 Preparation of Glazes and

Reductions ll

I

• Discuss the reduction process as applied to stock

Stress the importance of a well-balanced stock before reduction, as any imperfections will be exaggerated

• Demonstrate a fully reduced meat, chicken or fish stock.

• Properly store finished glaze

7.5 Prepare Stocks from convenience

bases

[

• Compare and recognize the quality of several soup bases.

• Explain how to read an ingredient label, with the primary ingredient in the product listed first.

• Demonstrate and sample a properly reconstituted base.


Extension Activity:


Production as needed Written test

Scoring Rubric

Assessment: Stocks



Sanitation Safety t


Mirepoix Cuts :, Water Volume Sachet Bag Cooking Temperature I Color Flavor ' Storage

Total Score

Scoring

5=Excellent

4= Above Average

3= Average

2= Below Average

l =Poor

Mod:

Goal(s): Thickening Agents

Lesson Overview:


8.1 P r e p a r e a Roux • Discuss proper fat selection when preparing roux.

• Discuss and demonstrate the proper ratio of flour: fat and prepare a roux

• Discuss and demonstrate the different types of roux, white,

blond and brown, stressing the cooking time required and uses for each.

• Demonstrate how to properly incorporate a roux into a

liquid.

8.2 P r e p a r e a Slurry for thickening • Discuss and demonstrate how to dissolve starch into a cool

purposes using Corn Starch and liquid.

other starches. • Demonstrate how to incorporate a slurry into a liquid.

• Discuss the different variety of thickening slurries, and the quality difference between them.

8.3 Prepare a Liaison for use in

thickening liquid.

• Demonstrate and discuss how to form a liaison from egg

yolks and cream.

• Demonstrate and discuss the importance of proper tempering

techniques.

• Demonstrate a sauce thickened with a liaison.

8.4 Prepare a Buerre Manie • Demonstrate a how to hand mix a Buerre Manie.

• Discuss the proper times when a Buerre Manie use is

appropriate.

• Demonstrate how to properly thicken a liquid with Buerre

Manie.


Extension Activity:

Informal Assessment(s) Formal Assessment{_s)


Scoring Rubric

Assessment: Thickening Agents-Roux

Sanitation

Safety

I


Fat: flour ratio

Cooking Time/Temperature

Color



.1.1

Total Score

Scoring

5=Excellent

4= Above Average

3= Average

2= Below Average

l=Poor

.. I I 'II

'I ;I

Assessment: Thickening Agents-Slurry

I

Sanitation

Safety


Water Temperature

Starch: Water Ratio

'I II



'I

•'

I

Total Score

Scoring

5=Excellent

4= Above Average

3= Average

2= Below Average

l =Poor

Mod9:

I Goal(s): Mother Sauces

Lesson Overview:


9.1 Name the five Mother Sauces and

their ingredients • Discuss the three roux based mother sauces, Béchamel,

Veloute and Espagnole.

• Demonstrate how to incorporate an appropriate roux into the

liquids that make up the three roux based mother sauces.

• Explain how the starch is thickening the sauce, and the

simmering time required to bring the sauce to maturity.

• Demonstrate how to strain and properly cool a sauce and

store for future use.

• Demonstrate a properly made tomato sauce.

• Discuss and demonstrate how to make a Hollandaise sauce.

9.2 Identify the characteristics of the

five mother sauces.

h•

• Compare the viscosity of a light, medium and heavy sauce, and the amount of roux required per quart of liquid for each one.

• Compare at least two varieties of tomato sauce.

• Compare a properly emulsified Hollandaise against one that has been broken.

• Demonstrate how to effectively re-emulsify a broken

hollandaise.

9.3 Describe the uses for the five Mother

Sauces.

I

'I I

• Sample properly made Mother Sauces, evaluating flavor and ,. texture.

• Discuss the foods that each of the Mother Sauces I compliment, sampling a sauce and food combination for I

each sauce.


Extension Activity:


Daily Production Written Test

Scoring Rubric

I

Assessment: Mother Sauces-Roux Based

,, .,



Sanitation

Safety I I

II .


Roux to Liquid Ratio II

Roux Application

Consistency

Color Flavor

Total Score

Scoring

5=Excellent

4= Above Average

3= Average

2= Below Average

l=Poor

Mod 10:


10.1 Students will identify the Various

Classifications of soups. • Discuss, demonstrate and sample a clear soup.

• Discuss, demonstrate and sample a thick soup.

• Discuss, demonstrate and sample a specialty Soup.

• Discuss, demonstrate and sample a Vegetarian or Low Fat soup

10.2 Students will compare soups

prepared with soup bases and

natural stock.

• Prepare two soups, one with natural stock, and one with a

convenience base.

• Compare the quality of the two soups.

• Compare the cost of preparation between the two soups.

10.3 Students will prepare attractive

garnishes for a variety of soup. • Discuss and demonstrate appropriate garnishes for the

various varieties of soups.

• Discuss the importance of consistent knife cuts when

preparing a non-pureed soup.

10.4 Students will safely store soups for

future service.

I

• Review sanitation techniques as they apply to cooling food

for future use.

• Demonstrate how to properly cool and store soup for service.

Goal(s): Soup Preparation

Lesson Overview:

I' II

Resources: Professional Cooking Ch. 9

Culinary Essentials Ch. 21

Extension Activity:


Formal Assessment s

Scoring Rubrics

Assessment: Soup Preparation

,,

,

Based on class theory, instructor demonstrations, resource, materials and class production, the student will be judged on the following criteria

Sanitation

,I

Safety ;

I


Consistency

Color 1:

Flavor

Garnish (where applicable) 1 11 ,,,

Temperature 'I

Storage

Total Score 11:1


3= Average

2= Below Average

1=Poor

Mod 11:

Goal(s): Pasta, Rice and Other Starches

Lesson Overview:


11.1 Students will identify the various

shapes of pastas and explain their

uses.

• Assemble a wide variety of pasta shapes in a NOCTI style product identification format.

• Identify the surface area and shape of each pasta and explain

the uses and/or sauces for these pastas.

11.2 Students will properly prepare pasta

for service. • Demonstrate how to cook pasta al dente.

• Demonstrate how to shock pasta and hold for future use.

• Sample and evaluate how each pasta matches its appropriate sauce.

11.3 The students will identify the

common types of rice, grains and

legumes.

• Assemble a wide variety of rice, grains and legumes in a NOCTI style product identification format.

• Discuss the various starch contents and flavor profile of each

grain and legume displayed.

11.4 Student will prepare, using various

cooking methods both grains and

legumes.

j

;

• Demonstrate how to prepare boiled/steamed rice

• Demonstrate how to prepare rice using the pilaf method.

• Demonstrate how to cook rice using the risotto method. • Demonstrate how to cook grains for soup or salads.

• Demonstrate how to properly reconstitute and cook legumes i for service.


Extension Activity:



Scoring Rubric

NOCTI style identification tests

I

Assessment: Pasta, Grain and Rice Cookery

Sanitation

Safety

I

Process and Product Criteria 1 2 3 4 5 Cooking Technique I

Texture I ;'

Flavor

lJI

'II lj



Storage ...

••

Total Score

Scoring

5=Excellent

4= Above Average

3= Average

2= Below Average

l =Poor

Mod 12:

Goal(s): Receiving and Storage

Lesson Overview:


12.1 Students will inspect frozen,

refrigerated and dry goods upon

delivery.

• Discuss the proper receiving techniques for food item upon delivery.

• Inspect all delivered items for count, quality and condition

upon receipt.

• Inspect refrigerated and frozen foods for proper temperature.

• Sign invoice.

12.2 Upon receipt, st udents will store all

foods in their appropriate areas. • Identify the three storage areas in the shop.

• Identify the foods that are stored in each area.

12.3 Students will rotate all stock using

the FIFO method. • Explain the FIFO method of stock rotation.

• Physicall y show the students how the FIFO method is practiced.

..

Resources: Introduction to Culinary Arts Introd uction chapter 13, Daily participation

Extension Activity:


Daily Practice

,i Written test

Advanced Culinary Arts

Mod 1:

Goal(s): Dining Room Protocol

Lesson Overview:

Learning Outcomes

1.1 Prepare Dining Room for Service

-


Lecture and demonstration on setting a side station, filling

salt and pepper shakers, appropriate condiment stocking,

sugar caddies, cleaning silver and glassware.

• Demonstration on a table set up for both staff and public

rooms.

• Display various tableware and explain the uses for each

item.

• Demonstrate napkin folding into various shapes.

1.2 Provide Competent Customer Service • Lecture on the various roles both public and staff dining

rooms.

• Lecture on time management and dining room organization

as it pertains to the running of a dining room.

• Explain the different forms of both verbal and nonverbal

communication.

• Instructor will reemphasize the importance of personal

hygiene, with a new emphasis on being in the public eye.

List the traits of an employee/student with a positive

attitude.

1.3 Serve the Customer Instructor, through demonstrations will explain the proper

procedure for taking a customer's order.

Instructor, through demonstrations will explain the proper

procedure for turning orders into the kitchen.


procedure for serving food and beverages to the customer.


procedure for proper hand and tray service.


procedure clearing and resetting a table.

1.4 Explore different methods of dining

room service.

• Explain various types of meal service including American,

Family Style, Classical French and Russian.

• Explain various types of dining establishments including

Fine Dining Establishments, Theme Restaurants, Casual

Establishments, Quick Service Restaurants, and Catering

Services.

•

Mod 1:

Goal(s): Dining Room Protocol

Lesson Overview:

-

Resources: Introduction to Culinary Arts Introduction chapter 20,23, Daily participation

Extension Activity:


- - r

Daily dining room service in public and staff dining

rooms

- - -

Written tests and selected Lab manual activities

; chapters 3&4.

Mod 2:

Goal(s): The Restaurant Environment/ Brigade System

Lesson Overview:

-

Learning Outcomes

2.1 Demonstrate the ability to operate

basic kitchen restaurant equipment.

2.2 Identification of the positions found

on a traditional brigade system

2.3 Station Organization

- - - Differentiated Instructional Strategies

• Demonstrate how to fill and operate a mechanical

dishwashing system.

• Demonstrate how to fill and safely operate a fryer for

blanching and frying purposes.

• Demonstrate how to safely use and operate a steamer and

steam kettle.

• Review how to use a range top at various levels of heat.

• Demonstrate how to use a broiler unit.

• Demonstrate how to adjust an oven for baking/roasti ng at

various temperatures.

• Demonstrate how to safely use a commercial microwave

oven.

• Demonstrate how to safely use a commercial food processor.

• Instructor will demonstrate how to safely use, clean and

reassemble a commercial slicer.

Demonstrate how to safely use, clean and reassemble a

Buffalo chopper and its various attachments.

Demonstrate how to safely use and clean a commercial

mixing machine.

Identify the positions of a traditional brigade system and the

responsibilities of each.

Orient students on the various stations found in the school 's

kitchen, stressing safety and sanitation procedures.

• Explain the importance of each station's mise en place and

the effect it will have for smoother service.

• Review the proper holding procedures for both hot and cold

food.

• Review the proper procedures for proper storage for both

service and leftover foods.

Resources: Introd uction to Culinary Arts Introduction chapter 20,23, Daily participation

Extension Activity:


Daily observations

- - Formal Assessment(s)

- Written tests, scoring rubrics

Assessment: Module Number: Equipment Set-up

Module Title:



lol

' Process and Product Criteria 1 2 3 4 5

Slicer I Buffalo Chopper

Buffalo Chopper Attachments .._._. Burre Mixer : ''I

Cuisinart Fryolator I Mixing Machine

Dough Sheeter •• I

J -'

Total Score

Scoring

5=Excellent

4= Above Average

3= Average

2= Below Average

l =Poor

Mod 3

Goal(s): The Recipe and Cooking Methods

Lesson Overview:

Learning Outcomes

3.1 List the various cooking methods

3.2 Identifying the various equipment

necessary needed to perform the

discussed cooking methods.

-- -- -

3.3 Production of food utilized by all of the cooking methods.

3.4 Parts of a Recipe

- 3.5 Recipe Conversions

3.6 Flavoring and Seasoning


• Review cooking methods for both dry and moist heat cooking methods.

• Demonstrate the following cooking methods: poaching,

simmering, boiling, steaming, braising, roasting, baking,

broiling, grilling, griddling, sauteing, pan-frying and deep

frying.

• Display equipment needed for each of the above cooking

methods, explained the reasoning for the design of each.

• Evaluate the foods prepared by the various cooking methods

using a scoring rubric, giving feed back as needed.

.,

• Identify the following parts of a recipe: Product name, Yield, Portion size, Ingredient quantity, Preparation

Procedures, Cooking Temperatures, and Cooking Time.

Explain why each of the above is an important part of a

recipe. - -- -

Explain how to increase and decrease recipe yield without

altering the recipe ratios.

Explain the difference between flavorings and seasoning.

• Display several flavorings that are often used in recipes i.e.:

wine, extracts, juices, garlic, scallions, ginger etc.

• Display several fresh and dried herbs that are commonly

used in kitchens to include, but not limited to Parsley, Basil,

Thyme, Oregano, Rosemary, Sage, and Tarragon.

• Discuss and compare the difference between fresh and dried

herbs.

Resources: Introduction to Culinary-Arts Introduction chapter 5,6,7, Daily participation

Extension Activity:


Daily observations


Written tests, scoring rubric, Culinary Essentials lab

manual activities 46-49, 55

Mod4

Goal(s): Soup and Sauce Production

Lesson Overview:

. - Learning Outcomes

4.1 List the steps necessary for scratch

production of Soups and Sauces

4.2 Soup and Sauce mise en place and

production

·-···· - 4.3 Soup Garnishing

4.4 Proper service of soups

-


· • Review each step necessary to produce soups and sauces

from scratch.

• Instructor will review appropriate knife cut necessary for

soup and sauce production.

Review thickening agents and how they work.

Review mise en place for soup in each of the three

previously mentioned categories.

Review mise en place for the 5 Mother sauces

Demonstrate the steps necessary for soup/sauce production.

• Demonstrate how to hold soup/sauce for service.

• Safely cool and store prepared soup/sauce for future use.

• Explain the different garnishes of soups; garnishes in the

soup, toppings and soup accompaniments.

• Explain which soups are garnished with which types of

garnishes and why.

• Show examples of accompaniment garnishes and cite an

example of which soups they would best be served with.

Set up a soup station as would be used for service in the

school's restaurant, with emphasis on holding temperature.

Assemble all of the equipment necessary to serve soup

including ladles, soup haines, cups, saucers and spoons.

• Provide an appropriate garnish for the demonstration soup

and demonstrate the proper service and garnishing of the

soup.

--- -- -- • ._.. • - w ••• -· - -- - -


-

Extension Activity:

-

Informal Assessment(s) -·-- -·-

Daily soup production


Written tests, NOCTI style bench tests with rubric,

Lab activity# 74

Mod 5

- Goal(s): Introduction to Garde Manger, Salads and Cold Appetizers

Lesson Overview:

-

Learning Outcomes

5.1 History of Garde Manger

5.2 Duties of the Garde Manger Station

5.3 Preparation of Basic Forcemeats

5.4 Preparation of Hot and Cold Hors

d'oeuvres

5.5 Preparation of Edible and Non

Edible Garnishes

-- -- -


• Discuss the history of the Garde Manger station.

• Describe the workings and positions of a basic Garde

Manger station.

• Demonstrate a cold plated appetizer/ entree to be served in

the school's restaurant.

• Orient the students on the set up of a cold/salad station as it

pertains to the school's restaurant.

• Display equipment and ingredients necessary to prepare a

basic forcemeat.

• Demonstrate the proper grinding technique for preparing a

basic forcemeat.

• Complete the forcemeat by seasoning, sampling, shaping

and cooking the forcemeat.

• Discuss how and when hors d'oeuvres should be served.

Explain the main types of hors d'oeuvres.

Demonstrate the preparation techniques for preparing the

main types of hors d'oeuvres.

. . - List the classical garnishes that are used in food preparation.

Demonstrate the plating of three classical garnishes as they

apply to various dishes.

Display the equipment necessary for simple garnish

preparation.

• Demonstrate various edible garnished to be used on both

plated foods and buffet tables.

Resources:-Introduction Culinary Arts Introduction chapter 10,11, Daily participation

- -

Extension Activity:


Daily production

Written tests

- · ·-


Scoring Rubric

Mod6

- Goal(s): Understanding Meats

Lesson Overview:

Learning Outcomes

6.1 Understand the Composition of Meat


• Explain both the Composition and Nutritional breakdown of

meat.

• Describe the different Nutrients that are found in meats.

• Explain the affect that aging has on meat, both wet and dry

aging.

• Display several basic cuts of meat, that require different

cooking methods, and point out the characteristics of each,

and the cooking methods best used for each cut.

6.2 Understand the Structure of

Meat

-

• Display several basic cuts of meat to show the muscle fiber

composition of each.

• Display the connective tissues of meat, both Collagen and

Elastin, and explain how each must be treated prior to

cooking.

• Prepare a handout from the text of the meats bone, helping

students understand the animal 's primal cuts.

6.3 Identify the Basic Meat Cuts Explain the different market forms of meat, from primal cuts

to portion controlled.

List the primal cuts of Beef, Veal, Pork and Lamb.

List the major fabricated cuts from Beef, Veal, Pork and

Lamb.

Prepare a handout from the text showing the Primal cuts of

meat; Chuck, Rib, Loin and Round, and the major fabricated

cuts from each.

6.4 Understand the USDA Inspection

and Grading Systems.

• Explain the difference between inspection, Quality Grading

and Yield Grading.

• Explain the difference between Prime, Choice, Select, and

select quality grades.

• Explain the difference of the different Yield grades.

• Prepare a handout from the text showing a USDA

inspection, quality and yield grading stamps.

Mod7:

Goal(s): Understanding Meats

Lesson Overview:

Learning Outcomes

6.5 Understanding Meat Purchasing

Specifications


• Explain the significance of IMPS ( Institutional Meat

Purchasing Specifications)

• List the different factors necessary to purchase the proper

cut of meat desired; menu items, cooking methods, price,

quality and value.

• List the Specifications given to purveyors when effectively

ordering meats; item name, grade, weight range, state of

refrigeration, fat limitations.


-

Extension Activity:


· Culinary Essentials Lab Manual activity 83


Mod 6:

-

Goal(s): Understanding Poultry

Lesson Overview:

- . .

Learning Outcomes

' 7.1 Understand the structure and

composition of poultry

7.2 Ident i fy the various classes of

poultry

-

7.3 Understand the poultry inspection

and grading process.

7.4 Proper Poultry Storage

7.5 Poultry Cooking Methods


• Demonstrate how to disjoint a whole chicken.

• Cut a chicken into halves, quarters and eighths.

• Explain the difference between white and dark meat as it

pertains to poultry.

• Identify six categories of poultry; Chicken, Duck, Turkey,

Guinea Hen, Goose and Squab

• Identify the classes of chicken by weight and age; Cornish

Hen, Fryer/Broiler, Roaster, Capon/ Stewing Hen

• Explain what the appropriate uses of the above classes of

poultry are.

• Explain the difference between USDA inspection and

grading.

• Explain the difference between a bird of Grade A

specifications vs. birds of lesser quality.

• Prepare a handout from the text showing USDA inspection

and grading stamps.

Review Sanitation/Cross Contamination/ Practices

• Discuss the shelf life of poultry for both refrigeration and

freezer.

Discuss the possible food borne illnesses associated with

poultry.

Discuss various cooking methods as applied to poultry.

Discuss cooking methods as it applies to specific cuts of

poultry.

• Assign a student a recipe with both moist and dry heat

cooking methods.

• Prepare a "Mystery Basket" for each student as a preparation

exercise for the NOCTI exam.


Extension Activity:

-

--- - - -- -

Informal Assessment(s) - - - -

Formal Assessment(s) -- - --- -

Daily Production Written Tests, Culinary Essentials Lab Manual

Exercise # 80, 81, 82, Mystery Basket bench test.

Mod:

Goal(s): Understanding Seafood and Shellfish

Lesson Overview:

Learning Outcomes

8.1 Understand the structure and

composition of fish and shellfish

8.2 Identify a variety of fish and

shellfish

8.3 Receiving and Storage of Fish and

Shellfish

8.4 Prepare fish and shellfish for

cooking or serving

" ••• w -

Differentiated Instructional Strategies - - -

• Explain the difference between flat fish and round fish. Use Culinary Essentials p. 486 as a visual for the skeletal

structure of both of these fish.

• Explain the market forms of fish; whole, drawn, dressed,

fillets, steaks and butter flied. Use Culinary Essentials p.488

as a visual of these market forms.

• Discuss the fat content of fish. Cite several examples of both

lean and fat fish, and the cooking styles that best suit each.

• Describe and cite examples for the following shellfish;

univalve, bivalve, cephalopod, mollusks and crustaceans.

- - · • Using p. 487 of the Culinary Essentials text or pages 364-

369 of Professional Cooking, identify different species of

fish, classifying each a fresh or salt water fish.

• Using Culinary Essentials Ch. 4, and Professional Cooking

Ch. 14, identify common varieties of shellfish.

-------; -- ---- Discuss the criteria necessary for receiving fresh fish.

• Explain the importance of Shellfish Tags, what they indicate

and how long they should be kept.

• Describe the proper method and temperature necessary to

properly store both fish and shellfish.

-

Demonstrate how to portion filleted fish.

Demonstrate at least one cooking method for a lean fish and

a fat fish.

• Demonstrate how to peel and clean shrimp for service.

Demonstrate a cooking method for each of the following

shellfish; univalve, bivalve, cephalopod, mollusks and

crustaceans.

• Demonstrate how to properly open a clam and oyster for

service on the half shell.

-------- Resources: Introduction to Culinary Arts Introduction chapter 15, Daily participation

- -

Extension Activity:


Daily production


Written Tests, Lab manual activities 76-79

• •

•

Mod 9

•

Goal(s): Dairy, Egg and Cheese Identification

Lesson Overview:

Learning Outcomes

9.I D a i r y Identification

- -

Differentiated Instructional Strategies r --- ---

Explain the different types of milk available for use in cooking.

• Explain what pasteurization is and why it is used.

• List the forms of milks used; Raw, Pasteurized, Certified, Homogenized, Fortified, Flavored and Dried.

• List the fat contents of milks and creams.

9.2 -

Dairy Usage

• List the different ways of cooking with milk.

• Explain when we use certain milks/ creams in recipes.

• Explain how, when we use dried milk, it can reduce fat in certain recipes.

9.3 Cheese Identification

9.4 Using Cheese

9.5 The Egg's Function

9.6 Egg Cookery

9.7 Egg Grading and Inspection

Describe the cheese making process.

• List the different categories of cheese.

• List the different milks used in cheese production.

List 2 cheeses from each of the main categories of cheese.

Demonstrate how to safely cut cheese from a block.

Demonstrate how to slice cheese on a slicing machine.

Demonstrate how to grate cheese.

Demonstrate how to shred cheese.

Explain the various market forms of cheese.

Explain the composition of an egg.

• List the various functions that an egg serves in cooking;

leavening, coating, clarifying, emulsifying, crystallizing, and

binding.

• Demonstrate the following methods for cooking eggs; Hard

boiled, soft boiled, poached, sunny side up, over easy, over

medium, over hard, scrambled and omelets.

• List the different grades of eggs

• List the different sizes of eggs.

• Explain how eggs are inspected.

• Explain how to safely store all forms of eggs.

·----- ----------- ----------

•

Mod 11:

Goal(s):The Bakeshop

Lesson Overview:

- Goal(s): Dairy, Egg and Cheese Identification

Lesson Overview:

- Learning Outcomes

9.8 The Egg's Composition

·- ·- -


Explain what an egg is composed of.

Explain the importance and nutrition break down of each

major component.

- - - - - - - -· -··


Extension Activity:


Daily production


Written tests, Culinary Essentials lab manual

activity 60

• •

Mod 10:

Goal(s): Fresh Vegetable Cookery

- Lesson Overview:

Learning Outcomes - -

10.1 Identify the Classifications of Vegetables

- - 10.2 Vegetable Cooking Methods

10.3 Cutting Vegetables

1 0.4 Vegetable Storage

Differentiated Instructional Strategies - - -- - -····· --· ·- .... _, , - --· ..•

• List the different classes of vegetables; squash, roots and tubers, seeds and pods, cabbage, stems/stalks/shoots, onion

family, fruit-vegetables, leafy greens.

• Cite at least two examples from each of these categories.

• Explain how vegetables are graded and sized.

• Explain purchasing and ripening techniques for vegetables.

• Explain how these groups are used in a kitchen.

- • Match vegetables and the cooking methods that best suit

them.

• Demonstrate how to cook vegetables from each vegetable

classification, putting an emphasis on texture, flavor, color

and nutrient retention.

-- -

Describe which knife cuts best suit the vegetables when matched with the various cooking methods.

• Emphasize that knife cute are an important factor in the

proper cooking of vegetables.

- Demonstrate how to properly store all raw vegetables.

• Note that some vegetables need cold temperatures to

maintain quality and others need cool temperatures.

• Demonstrate how to properly store prepped raw vegetables,

focusing on texture, quality and nutritional retention.

• Demonstrate how to properly store cooked vegetables.

- -


- Extension Activity:

-- --- -------- - ------------- -------- -·


Daily production, NOCTI style identification tests

Formal Assessment(s) - -

Written tests, lab manual activities 92, 93, 94

Mod 11:

Goal(s):The Bakeshop

Lesson Overview:

Learning Outcomes

11.1 Bakery Equipment


• Demonstrate or review the safe usage, cleaning and

assembly of all bakery equipment.

• Review how to properly use a baker's scale.

• Demonstrate or review the usage of all bakery smallwares, including, but not limited to; pastry bags and tips, bench and

bowl scrapers, rolling pins, dough dockers, pastry brushes,

pans and molds, focusing on choosing the proper tool for

specific jobs.

11.2 Bakery Ingredients: Flour Varieties • List the different types of flour available.

• Explain the difference between hard and soft wheat.

• Explain the wheat processing procedure and list the products produced.

• Define gluten, how it is produced and discuss the

importance of gluten in bread baking.

11.3 Sweeteners

11.4 Eggs

- 11.5 Leavening Agents

11.2 Fats

List the varieties of sweeteners available.

Have available for student tasting: white sugar, brown sugar,

confectioner's sugar, molasses, honey, maple syrup, and

com syrup.

In addition to flavor, explain what other functions

sweeteners serve in baking.

Review egg sizes and its components.

• List the forms of eggs available, and which are used in the

bakeshop, focusing on cost and ease of usage.

• List the functions of eggs in a bakeshop; structure,

emulsification, aeration, flavor, and color.

• Define leavening as it relates to baking.

• List the five main leavening agents used in the bakeshop;

air, steam, baking soda and powder and yeast.

• List the market forms of yeast available.

• Explain the function of fats in a recipe.

• List and describe the different forms of fat available;

shortening, emulsified shortening, butter, margarine, oils

and lard.

• Explain what fats are appropriate in certain recipes and why.

Mod 11:

Goal(s): The Bakeshop

Lesson Overview:

Learning Outcomes

11.6 Liquids

11.7 Salt, Flavorings and Spices.

· - - - Differentiated Instructional Strategies

• Explain the function of liquids in a recipe.

• List the liquids used in baking, including; water, milk and

cream.

• Explain what staling is and how liquids can add shelf life to

a bakery product.

• Review liquid measurement procedures.

• Explain salt's function in a bakery.

• Have available several of the commonly used spices in the bakery. Have students examine, smell and taste the spices.

• List and describe the market forms of chocolate;

Unsweetened, Semi-Sweet, White, Milk, Cocoa Powder,

Dutch Process Cocoa.

• Have available several extracts for student examination

11.8 Applying Bakeshop Formulas

11.9 Yeast Dough Production

---+ -- -

• Discuss the differences between a bakeshop formula and a cooking recipe.

• Explain the procedure for increasing and decreasing

formulas.

discuss the possible outcomes for inaccurate calculations.

List and define the following terms that will make following

a bakeshop formula easier: beating, blending, creaming, cut

in, folding, kneading, liaison, sifting, stirring and whipping.

Demonstrate the following mixing methods: straight,

creaming, two stage, sponge and mention variations of each.

• Review the functions of the bakery ingredients that consist

in yeast dough.

• Describe the mixing methods used in yeast dough

production; Straight, Modified Straight and Sponge.

• List the steps necessary to produce bread from a mixed

dough: mixing, kneading, proofing (fermenting), punching,

scaling (dividing) bench resting, shaping, and final proofing,

washing/slashing/docking, baking, and cooling/storing.

• Demonstrate the straight dough method.

•

Mod 11:

Goal(s): The Bakeshop

Lesson Overview:

•

Learning Outcomes

11.1 0 Icings and Buttercreams

11.11 Meringues

- -

--- --- --- - ·- - ·


• List and describe the following icings; Simple Buttercream,

French Buttercream and Italian Buttercream.

• Demonstrate how to make a simple buttercream.

• Demonstrate how to color a simple buttercream using food coloring.

• Demonstrate how to ice a two-layer cake with a buttercream. Include a simple border, rosettes and inscribing.

--- -- - • List and describe the following Meringues; Common, Swiss

and Italian.

Demonstrate a common meringue. - - -

11.12 Pie Doughs • Discuss the difference between mealy and flaky pie dough.

• Demonstrate how to properly prepare a 3-2-1 pie dough.

• Demonstrate how to scale dough.

• • Demonstrate how to roll and shape a pie dough for a two and one crusted pie.

.-- -- 11.13 Pie Fillings

11.14 Pate Choux Paste

• Discuss the various types of pie fillings; fruit fillings, Cream

fillings, custard fillings and Chiffon fillings.

• Demonstrate how to blind bake a pie crust for a filling.

• Demonstrate how make a French style pastry cream.

• Prepare a pie using a French pastry cream.

• Bake a two crusted pie using a fruit filling.

• Prepare a pie using a sweet or savory custard.

• Demonstrate how to prepare a basic Pate Choux paste.

• Pipe a Choux paste into eclair and cream puff shapes.

11.15 Plated Desserts • Demonstrate how to plate a cake, pie and other desserts for

service in the school 's restaurant.

- - -

Resources: Introduction to Culinary Arts Introduction chapter 17,18,19, Daily participation

Extension Activity:


-

Formal Assessment(s) -

Daily production Written Tests, Culinary Essentials lab activities 95, 96, 97, 98,110,102,106, 107, 109, 110,111

Mod 1:

l I ·

Goal(s): Explore Culinary Arts Education

Lesson Overview:

---------------------

-

Learning Outcomes

1.1 Explore Culinary Arts Institutions

1.2 Demonstrations by Culinary art

institutions.

1.3 Attend local college fairs.

- - Differentiated Instructional Strategies

' • Tour higher education institutions that focus on Culinary

Arts (Connecticut Culinary Institute, Center for Culinary

Arts offer free transportation, tour and lunch, Johnson and

Wales offers tours and lunch, CIA a tour. Note the system's

policy for in and out of state field trips.

• Compare the pros and cons of each facility and how each

may best serve the individual student's needs/abilities.

• Arrange for various culinary schools to come to school and

demonstrate their abilities for students.

• Explain, along with the demonstrators, the admission

requirements, costs and degrees/certificates that each

institution has to offer.

• In conjunction with guidance department, have interested

students attend local college fairs.

• Explore some of the various occupations (traditional and

1.4 Speak to guidance counselors.

non-traditional) that are available in the food service

industry.

. Have interested students make an appointment with their

guidance counselors to start the college application process.

Have interested students inquire about the financial aid

process, filling out federal forms to find out eligibility.

• Research various scholarships, local and national, that can

help fund student’s education.

- - - -- - - Resources: School Guidance Department, Various Culinary Arts Higher Educational Facilities

Extension Activity:

- -


I -

None --------

Mod 2:

Goal(s): Applying Garde Manger

Lesson Overview:

-- - Learning Outcomes

2.1 Understand the workings of a Garde

Manger Station.

2.2 Food Garnishing

2.3 Advanced Salads

Differentiated Instructional Strategies ----

• Demonstrate the set up for a standard salad station for restaurant service.

• Demonstrate the set up for a standard appetizer station for

restaurant service.

• Demonstrate the set up for a standard dessert station for restaurant service.

• Identify the specialty tools used in food garnishing.

• Demonstrate the tools used in food garnishing.

Demonstrate basic food garnishes, including, but limited to:

Apple Birds, Scallion Flowers, Vegetable Flowers, and

Radish Roses.

Review the types of salads, their components and assembly.

Review the different types of dressings.

Explain the characteristics of a composed salad.

• Demonstrate a basic composed salad.

• Run a composed salad as either an entree or a smaller

version as a course in the public and/or staff dining rooms.

2.4 Cold Food Platters Demonstrate how assemble a cold food platter for buffet

service in the schoo1's restaurant.

Discuss the importance of edible garnishes in a cold food

platter.

Discuss the importance of cold sauces and relishes as

accoutrements on a cold food platter.

----------------- ----

- ... -------- ... ---- Resources: Introduction to Culinary Arts Introduction chapter 10, Daily participation

Extension Activity: . -


Daily Production

Formal Assessment(s) - -- - - -- -

Written tests. Culinary Essentials lab Manual activities 62-64

- --r

•

• • •

Mod 3:

Goal{s): Buffet Service

Lesson Overview:

- ·- ·-

Learning Outcomes

3.1 Buffet Set-Up and Equipment

- ·---

3.2 Table Setting and Draping

- ------ -- - --- - - -


· • Demonstrate how set up, fill and safely use a chafing dish.

• Explain and diagram how food should flow for buffet

service.

• Identify the various platters, mirrors and trays used for

school 's buffet service.

• Identify the serving utensils used in buffet service and

explain which foods they are best paired with.

• Properly plan a buffet, ensuring proper space on the buffet

table.

- --- -- - - • Demonstrate how properly drape a table for buffet service.

• Where applicable, demonstrate how to apply table skirting to

a buffet table.

• Discuss where to set utensils before, during and after

service.

• Discuss appropriate garnishes for a buffet service.

3.3 Buffet service Demonstrate an effective buffet service to be used in the

school 's restaurant.

Resources:

Extension Activity:

Informal Assessment(s) -- - -

Buffet production

Written test


Mod4:

Goal(s): Restaurant Management

Lesson Overview:

- Learning Outcomes

4.6 Inventory Control

. - .. - -· - - Differentiated Instructional Strategies

• Explain how to establish a par stock, stressing ordering and

preparation.

• Demonstrate how to create a supply order using an

established par stock.

• Demonstrate how to create a food preparation list using an

established par stock.

• Demonstrate how to take a monthly inventory for cost

control purposes.

• Explain the importance of accurate inventory taking, and the

role that it plays in cost control.

• Review with the students a monthly profit and loss statement

that has been generated by the school's business office. - - -

-- - - ---


-

Extension Activity:

-


Formal Assessment(s) - - - - -

Written tests, Culinary Essentials Lab Manual

activities 22, 23, 24,

Mod:

Goal(s): Introduction to Nutrition

Lesson Overview:

-- - Learning Outcomes

5.1 The Six categories of Nutrition

5.2 Foods and Nutrients

- -

5.3 USDA Food Guidelines

5.4 Food Additives

- Differentiated Instructional Strategies

• Define the six categories of Nutrition; Carbohydrates,

Proteins, Fats, Vitamins, Minerals and Water.

• Cite two examples of each Nutrient found in the foods that

we eat and serve.

• Understand alternate sources of these nutrients and how they

can be incorporated into a daily menu.

• Match foods that we serve in the school 's restaurant with the

six nutrients studied in this module.

• Explain the categories and portion sizes recommended by

the USDA's new "MY Pyramid". Compare it to the

previously recommended USDA food pyramid. Cite the

modifications and explain why these were made.

• Analyze a menu served in our dining room and compare it

with the USDA'MY Pyramid".

• Explore changes that will bring menu items into alignment

with the USDA guidelines.

• Discuss what food additives are commonly found in the

foods that we serve.

• Explain the function of several food additives.

• Discuss what food additives can and should be avoided. Cite

reasons why.

- - - -


Extension Activity:

-

Informal Assessment(s) Formal Assessment(s) - ·-- -- -·-···· --· ·--· - - ····

Written Tests, Culinary Essentials Lab Manual

activities 39, 40, 41

ModS:

Goal(s): Menu Development

Lesson Overview:

- ·-

Learning Outcomes

6.1 The Menu's Role

6.2 Menu Types

6.3 Meal Services

6.4 Menu Planning Principles

6.5 Menu Categories

- - -- --- - -


• Explain the influences of menu development: target customers, prices, food types, the facility's equipment,

worker skills and current food trends.

• Analyze a menu served in the school's restaurant and point

out the factors that were considered when planning this

menu.

: • List and explain the types of menus that are found in

restaurants; Static and Cycle Menus, Ala carte and Table

d 'Hote and Prix Fixe.

• Identify the school restaurant's menus that were served

during the previous cycle and assign a menu category for

each.

• Name menu items that are commonly found on breakfast,

lunch and dinner menus.

Create menus that contain items from a typical breakfast,

lunch and dinner menu.

Analyze a typical menu served in the school’s restaurant and

see if it contains the following principles; Variety, Balance,

Menu Truthfulness, Nutrition and Flexibility.

Cite at least three plates that incorporate the above five

principles.

Explain the following menu categories; Appetizers, Soups,

salads, Cold Entrees, Hot Entrees, Sandwiches,

Accompaniments, Desserts, Cheeses and Beverages.

• Write a menu, not necessarily for use in the school's

restaurant, that contain one dish from each category.

- -


-

Extension Activity:

Informal Assessment(s) -r---- --- Formal Assessment(s) - -·

Written tests, Culinary Essentials activities 42, 43,

44

Culinary Arts Curriculum Alignment

Culinary Philosophy

The Culinary Arts Course of studies is designed to develop the skills necessary to

enter the food service industry upon graduation. During their freshmen and sophomore

years the students will develop skills used in institutional cooking using the school lunch

program as their training laboratory. All basic skills attained will be used as building

blocks to increase their proficiency.

During the junior and senior years, the students will run a restaurant that serves staff and

outside guests. They will practice a variety of cooking skills and menu selections as well

as many regional and international cuisines. All students will work on basic baking and

pastry arts as well as dining room procedures as seen in the culinary curriculum.

Culinary Goals

The Culinary Arts Program will create an awareness of opportunities within the vast areas of the

Food Service Industry. The program incorporates new devel opments in the areas of Institutional food, fine

dining and basic baking principals. All grad uates of the program will have a strong foundat ion in the basics

of food preparation, safety, nutrition, and resta urant operating procedures, which will enable graduates to

secure food service careers adhering to industry standa rds.

Program Goals

As a result of education in the Culinary grades 9-12 students will:

• Demonstrate safe work habits with small tools, small equipment and stationary food service

equipment.

• To practice persona l hygiene a nd food safety.

• To develop basic knife and m easuring skills.

• Food Identification.

• Basic cooking methods.

• Basic Bak ing methods

• Dining room procedures and protocol.

• Menu development

Intro Goals:

• Personal Hygiene

• Safety

• Food Service Sanitation

• Knife Handling Skills and Nomenclature

• Cafeteria Production

• Weights and Measures

• Equipment Identification

• Ninth Grade Project

• Opportunities in the Food Service Industry

• Professionalism in the Food Service Industry

• Ninth Grade Competency Exam

CULINARY ARTS

I GOAL 1: PRACTICE PERSONAL HYGIENE

LEARNER OUTCOMES INDICATORS OF LEARNING

Student will: Student will:

1.1 Work Healthy • Notify instructor vomiting, diarrhea,

coughing or sneezing have occurred

during the past 24 hours.

• Cover cuts, and sores with clean

bandages.

• Cover wounds on your hands with

disposable gloves

• Daily Observation.

1.2 Use proper hand washing techniques.

1.3 Proper Clothing and Grooming

• When, where and why to wash their

hands. Before starting work, after

going to the bathroom during work

handling raw foods, eating or

drinking. Touching anything that

may contaminate hands.

• Understand that these practices will

prevent food born illness.

• Demonstrate proper hand washing

procedures.

• Always use disposable gloves when

handling food on service line.

• Daily Observation.

• Keep fingernails trimmed and

cleaned.

• Wear proper hair restraints.

• Always wear clean uniform.

• Limit the use of jewelry.

• No artificial nails.

• No nail polish.

• No facial hair.

1.4 Use Good habits and refer to

Personal Hygiene Checklist

• Follow checklist guide lines to meet

daily inspection.

• Do not chew gum or eat while

preparing food.

• Do not lean on equipment or sit on

counters.

• Daily observation

• Sample Collection for Portfolio

CULINARY ARTS

I GOAL II: The students will practice work place safety at all times.


Student will:

2.1 Identify the safety guidelines and

equipment.

2.2 Explain fire safety measures

2.3 Describe first aid measures for burns,

wounds, and choking.

2.4 Identify potential kitchen dangers.

Student will:

• Pass a written test with 100%

accuracy

• Practice on daily basis

• Safely sets up equipment

• Safely breaks down equipment


• Identify fire exits

• Fire blankets

• Fire extinguishers and their uses

• Recognize shop evacuation plan

• Identify the three types of kitchen

fires

• Explain first aid to treat wounds

• Explain first aid to treat burns

• How to apply the "hug of life"

• Explain how to safely avoid blood

borne pathogens

• Observe students demonstrating

kitchen safety

• Practice on a daily basis

• Knife safety measures

• Wet/ oily safety floors

• Horseplay in the kitchen

• Running in kitchen

• Equipment hazards

• Chemical Storage

• Know location of MSDS book

CULINARY ARTS

GOAL III: The students will safely handle food to satisfy the State and Local health

department regulations.


Student will:

3.1 Identify Biological, Chemical and

Physical hazards

3.2 Understand the food temperature

danger zone

3.3 Understand Cross Contamination

Student will:

• Pass the written test with 75%

accuracy

• Daily observations

• Identify the biological hazards that

can occur in food

• Identify the chemical hazards that

occur in food

• Identify the physical hazards that

can occur in food


accuracy


• Identify the temperature danger zone

• Explain the growth rate of bacteria

in the danger zone

• Explain how to protect food from the

danger zone

• Describe a potentially hazardous

food


accuracy


• Explain how Cross Contamination

can affect food

• Explain the ways Cross

Contamination occurs.

3.4 Understand proper manual and

mechanical washing techniques • Pass the written test with 75%

accuracy


• Demonstrate mechanical machine

set up.


operations.


break down.

• Demonstrate manual sink set up.

• Demonstrate how to apply chemical

sanitizer to a manual washing set up

Sample Collection for Portfolio

•

CULINARY ARTS

I GOAL IV: Knife Skills and Nomenclature


Student will:

4.1 Set up work area.

4.2 Select appropriate knife for specific

task.

4.3 Perform basic Cutting techniques.

4.4 Use proper knife safety and

sanitation.

Student will:

• Anchor the cutting board

• Gather items necessary to keep your

work area clean and safe.

• Gather the appropriate portioning

and storage materials.

• Identify parts of a knife.

• Identify chef's knife, paring knife,

boning knife, and slicing knife.

• Use the proper knife for chopping,

cutting or dicing vegetables.

• Preliminary Cut, trimming, remove

roots and stems.

• Demonstrate 4 standard cuts used in

the kitchen.

• Describe/ demonstrate the use of a

sharpening stone and proper use of

the steel.

• Use the guiding hand. And grip the

knife properly.

• Sanitize knives to avoid cross

contamination.

• Properly store knives in a safe and

sanitized environment.

• List 4 safety guidelines when using a

knife.


CULINARY ARTS

I GOAL V: Weights and Measures


Student will:

5.1 Demonstrate the ability to weigh,

measure liquids, and identify

individual items by count.

5.2 Identify the components of a

standardized recipe

5.3 Use a standardized recipe

Student will:

• Balance a balance beam scale for

accurate weighing

• Identify liquid measuring cups,

quarts, and gallons to measure

liquids

• Select and accurately use

ingredients purchased in standard

size by count.


• Identify ingredients, method of

preparation, and yield of

standardized recipe

• Identify proper measuring

equipment to accurately measure

recipe ingredients.

• Daily Observation

• Recognize recipe yield

• Prepare mise en place

• Follow method of preparation

accurately.

• Daily observation.

CULINARY ARTS

I GOAL VI: Operate and Identify Common Kitchen Equipment and Tools


Student will:

6.1 Identify the dos and don'ts associated

with the safe use of kitchen equipment.

6.2 Use of Cooking equipment.

6.3 Use of Food processing equipment.

6.4 Use of hot and cold food storage

equipment.

6.5 Selecting the right pots, pans and

small hand tools.

Student will:

• Follow proper instructions when

operating equipment.

• Location of safety switch. Proper

use of guards on machinery.

• Have thorough knowledge of

cleaning and sanitizing equipment

• Understand the basic operation of

natural gas and electrical cooking

equipment.

• Explain why convection ovens cook

more quickly.

• Operate range, grill. Griddle, fryer

broiler, and steamer.

• General operation and instructions.

• Follow safety guidelines.

• Identify proper attachments for

various kitchen equipment.

• Avoid food left in the danger zone to

prevent the growth of bacteria that

causes disease

• Keep food protected and labeled

• Identify proper temperatures for

food storage units.

• Identify two factors that affect a

pans ability to cook evenly.

• Demonstrate the use of common

hand tools such as wire whips,

peelers, paring knife.

• Demonstrate proper cleaning and

sanitizing of small ware.

CULINARY ARTS

J GOAL VII: Introduction to Quantity Cooking/Cafeteria production


Student will:

7.1 Safety, Sanitation and Personal

Hygiene

7.2 Use Common Tools, Machines, and

Equipment Safely.

7.3 Prepare Convenience Foods and

Follow Standardized procedures

7.4 Proper Time Management to

Maximize Efficiently.

Student will:

• Demonstrate safety awareness.

• Practice safe work habits.

• Wear protective clothing (boots)

• Recognize Danger zone.

• Maintain clean work place.

• Describe ways to prevent food borne

illness and chemical contamination.

• Operate common kitchen tools and

equipment.

• Inspect and clean kitchen tools,

equipment and machinery.

• Sharpen and store knives properly.

• Dismantle and assemble equipment

properly.

• Cook according to recipe

specification

• Select ingredients according to

recipe.

• Defrost frozen food items properly.

• Portion food to instructor 's

specifications.

• Serve convenience foods.

• Mise en place selects ingredients

and specific according to recipe.

• Maintain a clean and organized

work area.

• To measure accurately.

• Maintain a production or

checklist.

• Understand the role of food

service staff meeting time limit.

7.5. Identify Work Stations • Prepare salads made from variety

of greens.

• List tools needed at a sandwich

preparation workstation and

prepare sandwiches efficiently.

• Explain the importance of

weighing baking ingredients.

• Describe the role and duties of the

server.

• Serve food and beverages

properly.

• Describe the function of a steam

table and bain marie

•

I

CULINARY ARTS

GOAL VIII: Introduce career opportunities in the food service industry

LEARNER OUTCOMES

INDICATORS OF LEARNING f


8.1 Identify difference between food • List career opportunities in each category. · production and service • Select 1 position in the service indust1y to opportunities. research and describe why you feel you would

excel at it.

• Using the internet or local newspaper 's help

wanted section for food production positions

available. List 5 that interest you.

• Written Test.

. 8.2 Define kitchen brigade system. • List the positions of the brigade system.

• Pass a written test with 75% accuracy.

• Class discussion.

8.3 Identify opportunities of the • Students will choose 2 management opportunities

foodservice manager. and explain key skills needed for each.

• Video.

• List educational requirements.

• Research availability in your area.

• Working in-groups students will research 3 current food trends and discuss their affects.

• Demonstration of foods that are "in".

• Given a list of higher education institutions, the

8.4 Explain how food trends affect students will research and list requirements of

· the foodservice industry. each.

• Literature from a variety of culinary institutions.

CULINARY ARTS GOAL IX: Introduce professionalism in the foodservice industry

EARNER OUTCOMES INDICATORS OF LEARNING


9.1Explain the reason for the Chef's • Correctly identify each component of the Chef Uniform. Uniform

• In writing, the student will explain the purpose

and background for each part of the Chef

Uniform.

.2 Describe importance of listening • Observe students on a daily basis. and communication skills. • Discuss possible consequences of not paying

attention and not speaking clearly.

• Students will explain in writing, key points of

good listening and speaking skills as discussed.

• Respectful, courteous and proper etiquette.

• Have students list what they feel is most 9.3 Explain the importance of important about teamwork. teamwork and how it can affect all • Observation through daily production aspects of a business. • Given an example of poor teamwork, students

must come up with a feasible solution to correct

the problem.

I

Sample Collection for Portfolio •

Intermediate/Advanced Goals

• Sanitation, Safety and Personal Hygiene Review

• Mise en Place

• Cooking Methods

• Sandwich and Salad Preparation

• Frozen and Convenience Food Preparation

• Fruit and Vegetable Identification and Cookery

• Stock and Base Preparation

• Thickening Agents

• Soup Preparation

• Sauce Preparation

• Rice and Pastas

• Food Receiving and Storage

CULINARY ARTS

I GOAL 1: Understanding of Basic Kitchen Organization - Mise en place



1.1 Practice organization principals. • Demonstrate the importance of Mise

en place and properly setting up a

food service work station.

I Properly set up a breading

station.

II Describe the steps in planning

for pre-preparation.

Ill : Understand basic precooking

and marinating procedures.

1.2 Understand the types of meal service. • Explain the differences between set

and extended meal service.

• Plan production for set meal service

and extended meal service.

1.3 Perform basic cutting techniques.

1.4 Keep sharp edges on knives at all

times.

• Demonstrate safe basic knife

handling techniques

• Understand the importance of

uniformity

• Produce uniform basic cuts and

shapes.

• Demonstrate proper knife

sharpening techniques.

• Understand and demonstrate knife

safety.


• Knife cuts drill

CULINARY ARTS

I GOAL II: Students will understand and apply basic cooking methods.


Student will:

2.1 Understand the effects of heat on

foods.

2.2 Prepare foods using moist heat

cooking methods

2.3 Prepare foods using dry heat cooking

methods.

Student will:

• Describe the ways in which heat is

transferred to food in order to cook

it.

• Explain the changes in food items

(coagulation of proteins,

carmelization of starches,

gelatinization of starches, softening

of fibers, etc.) and understanding

these changes so they can control

them.

• The students will correctly prepare

menu items using:

I. steaming

II. boiling,

III. braising,

IV simmering

V. Poaching.

• The students will correctly prepare

menu items using:

I. broiling

II. grilling,

III. pan-broiling,

IV. sauteing,

V. deep-frying

VI. Pan-frying techniques.

CULINARY ARTS

GOAL III: Introduction to Hot & Cold Sandwich Preparation

LEARNER OUTCOMES NDICATORS OF LEARNING


. .1 Describe different types of hot • demonstrate different sandwich making techniques and cold sandwiches • list a variety of hot and cold sandwiches

• written test

13.2Explain the guidelines for

preparing and plating hot and cold • Instructor demonstration. sandwiches. • Identification of appropriate ingredients.

• Given a list of sandwich the student will describe appropriate ingredients, procedure and

garnish to complete the sandwich.

• Students will have the opportunity for hands on

practice through daily production.

13.3 Prepare Sandwiches

• Daily production through instructor

demonstration and daily production

• Prepare 4 hot sandwiches

• Prepare 4 cold sandwiches

CULINARY ARTS

GOAL IV: Preparation and introduction to Salad

LEARNER OUTCOMES INDICATORS OF LEARNING J Student will: Student will:

l4.1 Discuss different types of • In written form students will be asked to list a greens, characteristics of quality, minimum of 4 greens discussed. Giving proper

· proper preparation, and correct washing, cutting and storage procedure.

storage of salad ingredients. • Practice through daily production.

• Written test.

14.2 Choose, define and discuss 5 • In written form students will list 2 different salads

for each of the 5 types discussed. types of salad. • Practice through daily production.

• Practical test.

• Students will list minimum 3 options for each

4.3 Define the 4 basic parts of a salad part.

salad. • Hands on practice through daily production

• Students will produce 2 salads. Each salad will have a different ingredient for each of the 4 parts

of the salad.

• Instructor demonstration.

• Students will list and describe preparation of 1

4.4 Discuss and demonstrate 4 basic type of each dressing.

salad dressings. • Students working in teams will prepare all 4 types

of salad dressing.

• Written test.

Sample Collection for Portfolio •

CULINARY ARTS

I GOALV: Frozen and Convenience Foods


Student will:

5.1 Discuss the advantages and disadvantages

of frozen and convenience foods.

5.2 Demonstrate the proper methods for

receiving and storing convenience foods.

5.3 Demonstrate the proper methods for

thawing/defrosting frozen/convenience foods.

5.4Identify different characteristics of frozen

convenience foods.

Student will:

• List advantages of using

frozen convenience foods.

• List disadvantage of using

frozen convenience foods.

• Written test

• Insure that the quality of the

food is to manufacturers

specs.

• Store foods in their respective

areas.

• Find the shelf life of the food,

and use it in a timely manner.

• Explain the necessary time

that it takes to safely thaw

frozen/convenience foods.

• Demonstrate an alternative

thawing method for frozen

foods when time does not

allow the best method.

• Explain the reasons why

frozen foods should not be re

frozen.

• Written Test

• Explain which foods have

been fully, partially or not at

all prepared.

• Read the manufacturer’s

instructions to get a guideline

on how to properly

cook/reheat frozen and

convenience foods.

5.5 Know the proper cooking methods for

preparing frozen/convenience foods.

5.6 Attractively and creatively plate

frozen/convenience foods.

• Demonstrate the proper

cooking methods for

preparing and cooking frozen


• Demonstrate the use of the

proper equipment for frozen


• Demonstrate attractive plating

for frozen/convenience foods.

• Prepare a garnish that

compliments the

frozen/convenience food.

• Daily Production.


•

CULINARY ARTS

GOAL VI: The students will identify and cook a variety of fresh, frozen, canned and

dried fruits and vegetables.


Student will:

6.1- Identify the characteristics of a

variety of fresh, frozen, canned and dried

fruits and vegetables.

6.2 Store varieties of fresh, frozen,

canned and dried fruits and vegetables.

6.3 Properly cut a variety of fresh,

frozen, canned and dried fruits and

vegetables.

Student will:

• Written tests

• NOCTI based bench identification

tests with 80% accuracy

• Explain the different textures

between fresh, frozen, canned and

dried fruits and vegetables

• Daily production.

• Written tests

• Describe the proper storage

temperatures for refrigerator, frozen

and dry storage of all fruits and

vegetables with I 00% accuracy.

• Properly demonstrate the proper

height and distance from the walls

of the storage area that all fruits

and vegetables will be stored at.


• Written tests,

• NOCTI style bench tests

• Cut a variety of fruits vegetables in

large, medium, small dice, cut with

80% accuracy

• Cut a variety of fruits and

vegetables into batonnet, julienne or

fine julienne with 80% accuracy.


6.4 Properly cook a variety of fresh,

frozen canned and dried fruits and

vegetables.

• NOCTI Style performance bench

Test

• Cook a variety of fruits and

vegetables using the moist heat

method with 80% accuracy.


vegetables using a combination

cooking methods


vegetables using dry heat methods

without fat with 80% accuracy.


vegetables using dry heat methods

with fat with 80% accuracy

J Sample Collection for Portfolio

CULINARY ARTS

GOAL VII: Students will learn the production of basic white and brown stock,

lazes and how to use bases.


Student will:

7.1 Prepare white veal, chicken and fish

stock.

7.2 Prepare brown veal, beef and chicken

stock.

7.3 Prepare vegetable stock.

7.4 Prepare reductions and glazes using

finished stocks.

7.5 Prepare stocks from convenience

bases.

Student will:

• Properly rinse and blanch bones.

• Prepare mirepoix and sachet.

• Properly simmer and skim stock for

clarity.

• Properly strain, cool and store

finished stock.

• Evaluate quality of finished stock.

• Properly brown bones and mirepoix.

• Properly simmer and skim stock for

clarity.

• Properly strain, cool and store

finished stock.

• Evaluate quality of finished stock.

• Properly select appropriate

vegetables and trimmings.

• Observe all stock making rules

while preparing vegetable stock.

• Using reduction, properly prepare

meat, chicken and fish glazes from

finished stocks.

• Recognize the differences in quality

among available commercial bases.

• Properly use bases to produce

quality products.

• Daily production

~ c-------- 4 4 >'


• Written description for the production

of a brown stock.

• Self-evaluation sheet for stock

CULINARY ARTS

I GOALVIII: Properly prepare thickening agents, and use them to thicken liquids.

LEARNER OUTCOMES

Student will:

8.1 Prepare and use white, blond and

brown roux.

8.2 Prepare and use slurry made with

cornstarch and other starches.

8.3 Prepare and use liaison.

8.4 Prepare and use beurre marie

INDICATORS OF LEARNING

Student will:

• Select and melt appropriate fat.

• Add proper amount of flour.

• Cook to required degree for white,

blond or brown roux.

• Use roux to thicken a variety of

liquid.

• Dissolve starch in the correct

volume of cool liquid.

• Use slurry to thicken liquid


• Combine egg yolks and cream.

• Temper liaison properly when

thickening a liquid.


• Soften butter and combine with flour

to form a smooth paste.

• Properly use beurre manie to

thicken a liquid.



•

CULINARY ARTS

GOAL IX: The students will describe, prepare and explain the uses for the five

Mother or Grand Sauces.


Student will:

9.1Students will name the five mother sauces

and their ingredients.

9.2 Students will describe the characteristics of

the five mother sauces, properly prepared.

9.3 Students will describe the proper uses for

the five mother sauces.

Student will:

• Written tests

• Proper identification of

mirepoix components

• Properly identify the three

types of raux

• Properly identify white and

brown stocks

• Written Tests

• Demonstrate the different

ratios of raux to liquid to

achieve different

consistencies

• Identify the difference

between a sauce of light,

medium and heavy

consistency

• Identify a hollandaise made

via a proper emulsion

• Written tests


• Explain the body and flavor

difference of each sauce

• Identify the foods they

compliment

9.4 Students will properly prepare the five

mother sauces.


preparing 1 qt of each raux

based mother sauce with 80%

accuracy.

• Prepare 1 qt of tomato sauce with 80% accuracy.

• Prepare a 4 egg hollandaise

with 80% accuracy.



•

CULINARY ARTS

GOAL X: The students will identify, prepare, garnish and safely store various

varieties of sou .


Student will:

10.1The students will identify the

various classes of soups.

10.2 The students will prepare various

soups using both bases and stocks.

10.3 Students will prepare attractive

garnishes for the various classes of

soups.

10.4 Students will safely store soups for

further use.

Student will:

• Written tests

• Identify the characteristics of a

clear soup


thick soup


specialty/national soup

• NOCTI style bench performance

tests


• Prepare a clear soup

• Prepare a thick soup

• Prepare a specialty/national

soup

• Safely hold soup for service

• Garnish a soup

• Prepare garnish toppings

• Prepare proper soup

accompaniments

• Daily Production.

• Ice bath soups when necessary

• Wrap, label and date food

• Store soup in refrigerator using

sanitation procedures.

I Sample Collection for Portfo/1+.to,.,....---

CULINARY ARTS

I GOAL XI: Students will identify and prepare various rice, pastas and starches


Student will:

11.1 The students will identify various

types and shapes of pastas and their

uses.

11.2 The students will properly prepare

pastas in a variety of ways.

11.3 The students will identify different

varieties of rice and other common

grains.

Student will:


• Written tests

• Identify at least 5 shapes of pasta

with 80% accuracy

• State the appropriate

sauces/toppings for at least 5 types

of pasta with 80% accuracy

• NOCTI style bench performance

tests


• Cook various shapes of pasta al

dente

• Shock pasta and hold it for future

use

• Prepare pasta for a tomato sauce

• Prepare pasta for a heavy bodied

sauce

• Prepare pasta for a thin bodied

sauce

• Prepare pasta for an oil based sauce



• Identify s h o r t grained rice

• Identify medium grained rice

• Identify long grained rice

• Identify Barley

• Identify Lentils

• Identify four varieties of dried

beans(legumes) with 80% accuracy

• NOCTI style bench tests.

11.4 The students will use various

cooking methods for rice and other

grains.

• • Prepare boiled /steamed rice

• Prepare rice using the pilaf method

• Prepare rice using the risotto

method

• Prepare barley for a side dish

• Prepare barley for soup

• Prepare lentils for service

• Soak and simmer dry beans for

further use


•

CULINARY ARTS

GOAL XII: Students will inspect, receive and store all refrigerated, frozen and dry

storage food items.


Student will:

12.1 Students will properly inspect

refrigerated, frozen and dry good

foods.

12.2 Students will properly receive

refrigerated, frozen and dry good foods.

12.3 Students will practice the FIFO

method of food rotation

12.4 Students will properly store

refrigerated, frozen and dry good

foods.

Student will:

• Written Tests

• Inspect meat and poultry for

appropriate color, texture, odor and

packaging.

• Inspect fish for appropriate

color, texture, odor and

packaging.

• Inspect dairy for appropriate

temperature, texture and packaging.

• Inspect frozen foods for proper

temperature and packaging

• Daily Practice

• Written Tests

• After properly inspecting dry goods,

refrigerated and frozen foods,

students will prove an invoice vs.

actual order received.

• Daily Practice

• Written Tests

• Students will properly rotate all

foods and dry goods using the first

in first out (FIFO) method of

rotation.

• Daily Practice

• Written Tests

• Students will store, per sanitation

procedures, all refrigerated, frozen

and dry food products using the

FIFO method.

• Daily Practice


Appendix L

For additional information, contact:

Passageway Scholarship Foundation 2560 Business Parkway, Suite A

Minden, Nevada 89423775.267.9411

www.passagewayfoundation.org

PassagewayScholarship Foundation

In order to be eligible for the Passageway scholar-ship, all students must:

1. Have participated in an ROP program such as an academy, charter school, transition program or evening reporting center.

2. Be a high school graduate or within 60 days of receiving a high school diploma. GEDs are ac-ceptable.

3. Demonstrate significant financial need.4. Be less than 26 years of age, although some ex-

ceptions may be approved by the Passageway Board of Directors.

5. Demonstrate a commitment to positive behav-ior change and the motivation to strengthen one’s community.

6. Exhibit the determination to achieve specific academic and professional goals.

7. Complete the scholarship application and abide by all its requirements.Providing ROP youth who

have the desire to succeed, the means to do so.

PassagewayScholarship Foundation

Eligibility & Selection Criteria

Over twenty years ago, a group of dedicated Rite of Passage employees started Passageway Scholarship Foundation to provide support for ROP graduates who wanted to con-tinue their education in college or vocational school. The mission: to offer Rite of Passage youth who have the desire to succeed with the means to do so.

Since its beginning, Passageway has provided over $1,000,000 in scholarships to ROP alumni. We hope to continue this legacy of support for all Rite of Passage youth.

Visit www.passagewayfoundation.org to learn more about our scholarships, download an application or make a charitable donation.

All successful Rite of Passage graduates should

know the pride and sense of accomplishment that comes

from earning a degree or vocational certification.

Appendix M

Appendix M: Clinical Staffing Models

MANSFIELD HARRISBURG

Regional Executive

Regional Executive

Director Director

I

Program Regional Clinical

Director Director

Program Regional Clinical Director Director

I I I I

Therapists Lead Psychiatrist (3 0 FTE) Therapist

Tiicrapist Clinical Psychiatrist Coordinator

I I

Case Managers (3.0 FTE)

Case Managers (2.0 FTE)

LEWISVILLE DERMOTT

Regional Executive Director

Regiona l Executive Director

I



I I I I ~

Therapist Lead Psychialrist Therapist Therapist Lead Psychiatrist

Therapist

I

Case M anagers (2.0 FTE)

Case Therapeutic Managers Manager (2.0 FTE)

Appendix N


I QUALITY ASSURANCE TEAM

Dr. Bill Bruinsma Lawrence Howell Troy Hartman Mike Scott Jennifer Stoops Lisa Broman Galey Betzler Tracey Bentley Jodie Commiato Heather Howell

Overall Strength

• Culture of Cohesiveness

I BEST PRACTICES

Sierra Sage Academy Quality Assurance Site Visit

October 16--18, 2018

Annual review of Program Failures and AWOLs completed

Monthly Student/Staff Newsletter from the Program Director

Home-Like Environment in living areas creating an inviting, comfortable atmosphere with individualized/personal items and area to seek privacy (meeting CARF standards)

Transitions between program elements, with extra ratio of staff, excellent interactive supervision and staff positioning, and obvious norms and expectations, including the option to read during the 2-minute norm transition into classroom or dining.

Knowledgeable staff, training/ mentoring of new staff; Training binder has Tech. 22 incorporated; staff complete Tech. 22 within first 90 days.

MULTI-DEPARTMENTAL: Business Office, Human Resources, Inventory, Finance, Food Service, IT, Facilities, and Vehicles

During the QA Audit six vehicles and the related documents/files were reviewed. An observation of the transportation procedures and related documents were also reviewed when the students prepared for and departed on a trip to an away volleyball game. Observed activities and documents included travel eligibility rosters, eligible drivers list, seating charts, staff to student ratio's, pre-trip meetings, and dress code.

The site fire, safety, and emergency procedures, as well as the maintenance and physical plant standards were reviewed. Observed items included emergency drill documentation, fire extinguisher recertification, SOS sheets, and chemical storage.

Buildings and Grounds reviewed included all buildings and outside activity areas including; gym, dance studio, movie/game room, admin, school, dorms, staff housing, activity fields, parking areas, and dining facilities.

Strengths:

Vehicles were clean, stored appropriately {assigned space and security club}, well organized, and the required documents were in order.

The campus looks very well maintained. Buildings are clean, and the landscaping looks impressive. The QA Team tested the maintenance trouble ticket system and it worked as designed. Overall the staff and students have pride in their campus. In regard to the individual student rooms, the students rooms show each students self-expression and personal touch.

Facility maintenance and safety related paperwork was reviewed and found to be complete and accurate. Paperwork reviewed included: fire extinguisher certification, annual fire suppression system certification, emergency drills and emergency manuals.

Work anniversaries announced at assembly. Staff receive a card and anniversary pin.

Climate of invitation everywhere on site, food and hospitality excellent

Remodeled vocational classroom creating a calm learning environment

Great IT support from PD, HR and SS (site does not currently have a dedicated IT person) Warehouse is well organized, and inventory of all clothing is complete (electronically and written)

Front Lobby is exquisite with plenty of marketing materials available

All petty cash vouchers with receipts are well organized in a binder and very detailed with information

Dining Half Norms and an inspirational quote is in every napkin holder on each table Food inventory is properly dated, and FIFO is well followed

Prosocial Interactive Supervision during AM and PM program

Strong Community Partnership (e.g. Boot Drive, Vineyard Church and Parades)

Areas for Improvement: (RED PRINT requires Immediate Action)

Action Plan: {Include Deadlines and Person Responsible)

Action Plan: The maintenance department has designated area to secure tools and equipment. A priority needs to be put on implementing a comprehensive tool inventory and storage plan.

Person Responsible: Greg Barrett

Completion Date: 11.18.18

Action Plan: The emergency drill procedures were well documented and well done. There was no proof of any emergency drills being conducted between the hours of 1 0pm and 6 am.

Person Responsible: Chris McClure

Completion Date: 12.18.18

Action Plan: 1-9 review and maintenance. Prompted need for company-wide standard.

Person Responsible: Mike DeBusk

Completion Date: October 24, 2018

Action Plan: Personnel file housekeeping: removal of internal applications and interview notes (different need to know, viewable if subpoenaed, and retention), removal of payroll correction documentation ( different retention); review of accommodations on job descriptions.


Completion Date: November 17, 2018

Areas for Improvement: (RED PRINT requires Immediate Action) Mailing List Update

Organization in the dry food storage, freezer and refrigerator -Education and documentation during

snack time

Production Worksheets (total student/staff count)

Purchase of equipment for kitchen (meat slicer and digital thermometer)

Documentation of PREA/SES 115.118 of review in regard to surveillance upgrades

Action Plan: (Include Deadlines and Person Responsible)

Action Plan: Update Mailing List

Person Responsible: Rebekah Graham, Bill Large, Jennifer Stoops

Completion Date: Quarterly

Action Plan: Organize dry food _storage, freezer and refrigerator

Person Responsible: Maria Monahan

Completion Date: asap

Action Plan: Snack must be documented (M-F}, with an educational piece and signed by staff member.


Completion Date: Immediate and on-going

Action Plan: Production Worksheets to include student/staff total at the top of each page

Person Responsible: Maria Monahan

Completion Date: immediate and on-going

Action Plan: (recommendation) Purchase a meat slicer and digital thermometer

Person Responsible: Jack Franklin

Completion Date: (recommended) 30 days

Action Plan: Written documentation of PRENSES 115.118 of review in regard to surveillance upgrades.

Person responsible: Matt Gosting, Rebekah Graham

Completion Date: 90 days

EDUCATION: Licensure, Highly Qualified, Classrooms. Curriculum Delivery, IEP Compliant, Target Teaching, and Professional Development

Strengths: .

• An interdependent relationship exists between teachers and ROP Coaches. !ll participants in the education program appear to have a true collegiality and share common goals for student success.

• Curriculum and instruction consists of thematic, project-based learning units that promote crltlcal thinking, cross-curricular connections and application of real-world knowledge and skills.

• Instructional planning is thorough and comprehensive.

• Teachers use technology to d_ifferentiate instruction, monitor student progress, and provide interventions. Technology is a tool for students to create, produce and research - much like In the world of work.

• Excellent structures in place for student recognition. Students are publicly recognized for their academic accomplishments during Project Exhibitions which are open to the public and stakeholders, and recognition was also observed during the program assembly when students were publicly presented with Student of Week awards from staff and Student Council Awards from peers

• Rocket exhibit in quad demonstrating culmination of project-based learning unit demonstrated obvious student involvement and enthusiasm

Discussion:

Areas Being Improved:

• Special education staff have implemented a system for monitoring when IEPs should be completed or reviewed. Documentation is thorough.

• MDTs and IEP meetings are being combined to promote inter-departmental communication and

to ensure all student needs are addressed. • Progress has been made with the horse/ag program with the hiring of a new instructor and

ranch manager, and an additional vocational program, which will focus on Home Building/Construction, is scheduled to begin in early November.

Areas of Improvement: (RED PRINT requires immediate action)

Data collection and analysis should be systematized to ensure consistency, sustainability and supervision. This area is a WASC accreditation standard. ·ideally, this data would be in one location.

A Professional Development Plan should be developed that is tied to student data and outcomes in

addition to teacher goals and school initiatives.

IEP processes should continue to be improved and streamlined to meet compliance standards and then focus on communicating student progress based on IEP goals and objectives.


Action Plan: Create a data and assessment system that includes storage and collection procedures for all data (assessments, agendas, meeting notes, reports)

Person Responsible: John Fry

Completion Date: November 15

Action Plan: Schedule regular meetings/opportunities for data analysis and collect notes regarding

decisions and outcomes.


Completion Date: November29

Action Plan: Use data analysis for creating Intervention levels II and Ill



Action Plan: ROP will create MoU regarding which personnel may access IEPs and what systems need to be in place to ensure student needs are met as outlined in IEPs. Add Education Rights

information to ROP intake form.

Person Responsible: Lisa Broman, Lawrence Howell and Rich Alexander

Completion Date January 1, 2019

Action Plan: Access FAFSA, college application and scholarship info to develop transition class or incorporate in vocational class for guiding and monitoring students through process.



I GROUP LIVING: Tech 22 Manual

Strengths:

• Positive relationships with staff and students apparent in the interactions, tone of voice, patience, and demeanor of the staff toward the students

• De-escalation process with extremely loudt volatile students demonstrated staff's commitment to attempting multiple interventions and reducing restraints

• Campus is clean and graffiti free

• Units have a homey feeling & Students rooms are clean & individualized

• Policies and Procedures are posted and visible in units

• Campus Secure Week. Weekend and Health and Wellness Schedule Student Rights and Privileges Sick Call Request Grievance Policy and Forms PREA Posting Code of Conduct PRP Forms One on One Forms I-Achieve Plan Maintenance Request (Students) Emergency Exits & Floor plans

• Students have open access to grievance forms

• Grievance process in place and being utilized by students

• Interactive Supervision across campus

• Campus Movement

• Schedule Followed (Time Management)

• Health & Wellness

• Staff Ratios

• Chemicals were locked and stored properly

• Staff are engaged and have built good relationships with the students

• Student Dress code was followed, and clothing well maintained

• Classroom Supervision ~ Engagement

• Take 10 & Comfort Room

• Students reading during norms

• PM Program

• Team meetings on units during evening program

• Students consistently reported feeling safe

• Positive Site Culture

• Continuity between shifts

• Students spoke highly about Student Council

• Students excited about Volleyball and had positive attitudes

Discussion:

• CM/Clinical Presence during PSD

• Groups changed when athletics gone

• Incident report and SIR Recipient email confirmation

• Number of students up in classroom at one time

Areas for Improvement: (RED PRINT requires Immediate Action) • Fire Drills not being completed and documented for Swing Shift (10pm-7am) • PSD Groups (Staff need to Role Play): PSD Progress Note Fidelity • Goals need to be more specific (SMART)- cottage white boards • Travel Rosters - missing signatures and vehicle number on roster


Action Plan: Increase fire drills once per shift/ per quarter ( 1 O:OOpm to 6:00am-focus)

Person Responsible: Jessie Wade and Shift Supervisors

Completion Date: 12/3/18

Action Plan: To conduct PSD group facilitation training for all staff

Person Responsible: Jessie Wade and Shift Supervisor


Action Plan: Train staff on identifying SMART Goals

Person Responsible: Jessie Wade


Action Plan: Ensure full completion of Travel Rosters

Person Responsible: Shift Supervisor


STUDENT SERVICES:

Strengths:

Evide0ce Based Programming, Clinical Services, POC, PSD, Community Group, MDT, Medical, I-Validate/I-Achieve, DPN, External Investigations, Community Services, and SES

• Delivery of Medical Services: labs, access to clinic services, ultrasounds, etc ..... High quantity of services delivered and well documented. Medical department well stocked with supplies for student needs. Medical department was very clean and professional.

• Case Management & Medical charts are mostly complete. (may need to add some items to the audit form.) Student medical files, clinical files and case files organized according to file audit tool

• Status meeting participation and engagement

• EBP is occurring during week as scheduled

• SES Investigation documentation attached to Student Grievance alleging PREA

• Great SES Physical Plant Vulnerability Assessment with proper postings and grievances available in every area required

• SES Student Tracking Form at front desk to document students entering and exiting admin hallways where there is no camera

• Parent welcome letter and orientation/handbook packet sent creating communication with stakeholders

• Student case files have documentation of requests for missing items

• Record of access present and in use for student case files and clinical files

• Written grievance analysis done monthly by Deputy Program Director analyzing types of grievances, trends, causes and action plans and present at the front of the month in the Grievance Binder

• Therapy dogs available to support students and Dog Care and Handling Classes

Discussion

• DPN documentation to focus on treatment goals verses targeted skills or both. • Review of clinical notes - solution - CD to monitor as part of clinical supervision for

clinicians. • Use of OTC medications; Melatonin - Benadryl combination; use of Tylenol and Motrin

(discussed with Psychiatrist and Nurse; solutions - Melatonin - Benadryl to be administered at bedtime; Tylenol and Motrin use should be closely monitored and if usage is beyond one week the student should be referred to the MD.

• Improving the documentation of the Psychiatrist; solution - Nurse to monitor and assist MD in completing documentation.

• POC training-to begin training and implementing. • SAVRY - notes to justify scoring; need also to provide risk level • Facesheet documentation (missing blanks); solution - monitor and complete

Person Responsible: Alexa Waldman and Rebekah Graham


I Achieve binders were inconsistently maintained.

Action Plan: Conduct an internal audit of binders to identify system failure.

Person Responsible: Jasmynne Spence and Rebekah Graham


Discussion

Complete Grievance Analysis {CARF 1 H.1 O) that considers the Medical/Mental Health services founded grievance trends and develops action items to address them

Areas for Improvement: (RED PRINT requires Immediate Action)

• SES: Lights at the end of each dorm unit hallway (corner room) were off due to photosensor not allowing them to come on until night (previous DOJ PREA Auditor Correction)

• SES: Not enough lighting in classroom during projector use (previous DOJ PREA Auditor Correction)

• SES: 7 out of 44 students did not have their additional PREA Education within 10 days of intake {but did have it eventually)

• Grievances Evaluation: Copy of the Grievance is not placed in student file or given to the

student • Grievances Evaluation: 9 Founded Grievances in 8 months regarding medical or mental health

care timelines and services provided

Action Plan: Cover photo sensor so lights at the end of each dorm hallway come on during the day or find another solution that keeps the lights on at the end of the hallway.

Person Responsible: Greg Barrett

Completion Date: 11 /18/18 (Unity is fixed prior to QA exit)

Action Plan: Retrain Teachers and Group Living Staff regarding requirement to use floor lamp in back of classroom and/or open the blinds when projector is in use and overhead lights are turned off. Get floor lamp for each classroom.



Action Plan: Develop a plan and schedule for intakes that ensures they receive additional education for SES within 10 days of intake



Action Plan: Place copy of each completed grievance in the student file and give student a copy


Completion Date: From 10/19/18 forward {ongoing}

Student Interviews

• Current Status: RAM _/Contributors_1_, Rookie _Q_, Interns 11 , Novice 16 , Orientation_L

• Student Age: 0 10-13 18 14-16 __ 17 or older • Gender: _O_ Male 38 Female __ Transgender

• Length of Stay in Program: _...;::3;_ 0-1 month 14 1-3 months 13 3-6 months 7 6-12 months

0 12-18 months 0 18+ months • 37 of 38 students interviewed report receiving information on reporting sexual contact • 29 of 38 students interviewed report feeling safe in the program • .19 of 38 students interviewed report being comfortable talking to staff about program

concerns • 20 of 38 students interviewed report being treated with respect by staff during interaction • 34 of 38 students interviewed feel the school program is helping them achieve their

educational goals

• 17 of _38_students interviewed report being seen by medical staff when needed in a timely manner

• 26 of 38 students interviewed feel they can communicate with staff about safety concerns • Students report participating in a Fire Drill in the last:

28 0-30 days 6 30-60 days 2 60-90 days • 24 of _38_students interviewed feel grievances are handled in a fair manner • 32 of 38 students interviewed report having unrestricted access to grievance fom,s • 33 of 38 students interviewed could identify 3 current treatment goals they are working

on • Overall confidence level of the students that they have gained enough in the program to be

successful: 7.3 out of 10

• Overall food rating was 4.4 out of 10 • Favorite Meal: 1.Enchiladas (3)/Shrimp Tacos (3) 2. Meat Loaf (2) 3.Baked Ziti (2)

• Least Favorite Meal: 1. Steak (3) 2. Meat Loaf (2) / Eggs (2)/Pizza (2) __ • 20 of~ students interviewed report staff follow the assigned daily schedule

• Students feel the program provides them with access to services in the following areas:

A. Medical ~ Agree &Disagree _NIA H. Individual Therapy 29 Agree ..§_Disagree O_N/A

B. Recreation ~Agree _§ Disagree _NIA I. Family Therapy 22 Agree 1.Q_Disagree §_NIA

C. Education ~Agree _1_Disagree _N/AJ. Group Therapy ZQ_Agree 4_Disagree 2_N/A

D. Family Calls ~Agree ~Disagree _NIA K. Psychiatric Care 24 Agree L_Disagree LN/A

E. Family Visits __1§__Agree ___J! Disagree _NIAL. Vocational I CTE fil_Agree ~Disagree ;!_NIA

F. Life Skills ~gree _!_Disagree _N/A M. Spiritual Services 28 Agree §_Disagree LN/A

G. Library Materials ~Agree _1_Disagree l NIA N. Professional Calls 25 Agree LDisagree LN/A

Staff Interviews

• Time of service at ROP: • _(4)_ 0-30 days _(3)_ 1-3 months _(7)_ 3-6 months

• _(5)_ 1-2 years _(5)_ 2-3 years _(1)_ 3-5 years

• _{0)_ 7-10 years _(1)_ 10-15 years _(4)_ 15 + years

• Pre-Service Training: 8. 7 out of 10

• On-the-Job Training: 9.9 out of 1 O • Communication from Direct Supervisor: 8.3 out of 10 • Communication from Director Level Management: 7.9 out of 10 • Staff Appreciation I Recognition: 8.6 out of 10

• Compensation/ Salary: 7.3 out of 10

• Benefits: 7.9 out of 10 • Confidence to do your job: 8.5 out of 10 • Overall Job Satisfaction: 9.9 out of 10

_(7)_6-12- months

_( 1 )_ 5-7 years

• 37 of 41 staff interviewed feel comfortable talking to supervisor about program concerns

• _39_ of_ 41_ staff interviewed report being treated with respect by their supervisor • _39_ of_ 41_ staff interviewed feel they have been given the necessary tools to do their job_

• _34_ of_ 41_ staff interviewed feel comfortable reporting Sexual Harassment • _35_ of_ 41_ staff interviewed feel ROP offers Professional Development/Growth

Opportunities • _ 18_ of_ 41 _ staff interviewed could list the 3 Essential Subjects Training offered at ROP

• _26_ of_ 41_ staff interviewed could give 5 examples of the Tech 22 Manual • _17 _ of_ 41_ staff interviewed know what the ROP Academic Model Pyramid is

,,

• I like working for ROP because:

o Making a difference in the lives of youth x 14 o If I make a difference in one life I have accomplished my goal o I am given many opportunities for growth and development x 7 o The hours and field of study o The hours and I'm never bored o I like helping people

o Although it's tough at times it is very rewarding being a part of these girls' growth and transformation

o It is rewarding and I have supportive coworkers who I like working with o The different challenges the day bring o The way people try to fix problems that come up o We provide valued services to kids the rest of the world turned back on o ROP offers some of the best programs in the nation and some of the best professionals

in the field o Enjoy working with the girls most of the time o Constantly learning o Enjoy working with the students o I like what ROP stands for and the mission and line of work o We have a very good culture at SSA, everyone treats each other with respect o Employees are inviting through all departments o The staff I work with are a great team o Because Ms. Graham is one of the best bosses I have ever worked for o ROP has supported me since 2014 in my career and personal life and is an amazing

company o It is a very positive and kind place to work o I love our mission, it makes me feel like I am making a difference o I enjoy working with the children and seeing their progress (even when cussing me out)

• If I could change one thing about my current job, I would change:

o Nothing/I truly love it here x 5 o Retention- need·to keep coaches in athletics o Better access to student SPED records (from a teacher) o More professional development and career pathing within ROP would greatly benefit me o More direct on the job training o The hours/schedule x 5 o The shift change being on Saturdays rather the middle of the week o Work one week on and one week off o Antiquated processes that drive document collection and not enough technology

applications to eliminate paper responsibilities o I would change the location o It would help to have all staff coming on shift come at the same time, not staggered (ie 1

and 1 :30) because not all staff get the same information during shift change

o Increase level of compensation x 4 o I would like to be put back in the position I was first hired for and did for many years

o If I could go home one night a week o Improve staff, admin and clinical's communication when it comes to everything. It is very

frustrating, inconsistent, creates extra problems, stress and pressure on other staff especially coach counselors because we deal the most with the students

o Our room in staff housing, bathroom was not cleaned and had to clean it myself o More proactive in learning documents and forms o Perception of favoritism o More input in hiring/firing and the ability to conduct disciplinaries o Access to other programs and techniques/methods o The ability/time we can stay in contact/visit/check up on the success stories

I SYSTEMIC ISSUES

1. Formalized documentation of communications between departments using the MAP

Note bene:

Topic to Review Company-wide:

Classroom norms regarding student, staff and teacher behaviors are unclear at times. Norms were only posted in one classroom. Is it OK for staff and teachers to talk across the classroom when students are asked to work? Are there concerns about students getting distracted by conversations around them? (staff to staff, teacher to staff, student to student, etc.) Current ROP policy 600.506 does not address distractions during instructional time in a clear way. Revisions may be required.

Appendix O

KAYIVEY GOVERNOR

July 25, 2018

CF

Ms. Yolanda Evans

State of Alabama

F'ost Office Box 66 Ml Meigs, Alabama 38057

Rite of Passage, J:~,Walter Wogd, Jr. Treatment' Fa~Hity 85 I Sprott Dri_v.e-· . , Montgomery,_Alabama 36617 ..

-~~

Dear Yolanda: ,. . .

J .,

SiEVEN. P. LAFRENIERE EXECUTIVE DIRECTOR

I' i ' • ..

Enclosed; please find the Department of Yo~th Services License fQ.r.ROP, J. Waltl:r Wood, Jr. Treatment Facility to operate as a residerttial fa~m{y (capacity: 24. females) duririg the period from June 13, 2018, through-June 121.2019.~ ~hi~~ii6ense is1>eing is.$lled based upon the pt'ogram audit conducted at the facility on JUI\~ 19 .,.. io. 2018 by llIDpldler Beane. . . ,. :' . ~

Results of the iqspection f~dings providectin th'iilfta~~ reports inq!catc 100% compliance for mandatory slandards and 99% compliagc~ for non-mantlatory standards. Cougratullllion~· on this excellem .score!

• l', I .J , .. ( "'- ,:' I t •

As usual1 DYS Licensing will conduct'a six ~on~frevieW,to ascertain progress made/regarding non-compliant standard$ as weH a$ fdr t~,i.ptpletil~otatiort ofrecommen~'bns maqe; lfwc may be of any assistance, please do nor hesitate to ~~ntaµ! th,e .Li~~nsing Division.

t~ Chandler Beane Licensing Reprcsenla.tive

Cc: Robert Matthews

Encl.: DYS License Compliance Tally Audil Worksheet

. . ..

, .

Department of

SOCIAL SERVICES Comm~nity Care Licensi11g

FACILI TY E VALUATION REPORT Facility Number: 306004464 Report Date: 06/21/2017 Date Signed 06/22/2017 10:58: 12 AM

COMPREHENSIVE INSPECTION STATE CF CALIFORNIA• Hl!ALTH AND HUMAN SERVIC!S AGENCY

FACILITY EVALUATION REPORT

FACILITY NAME: TUSTIN FAMILY CAMPUS QUALIFYING HOUSE-MALE

ADMINISTRATOR:OANA CENTANNI ADDRESS:

CALIFORNIA DIPARTMl!NT OF SOCIAL IERVICES. COMMUNITY CARE LICENSING DMSfON CCI.D RIIIIOflal omce, 770 THE CITY OR., SUITE; 17100 ORANGE, CA 92868

FACILITY NUMBER: FACILITY TYPE: TELEPHONE:

306004484

730

CITY: STATE: ZIP CODE: CAPACITY: TYPE OF VISIT:

8 Annual/Random Dana Centanni

CENSUS: 6 DATE: UNANNOUNCEOTIME BEGAN:

06/21/2017 02:00PM

MET WITH:

NARRATIVE

TIME COMPLETED: 03:45 PM

1 Licensing Program Analyst (LPA) Jordann Nelson conducted· an Annual visil to this facility. LPA 2 Nelson met with Administrator Dana Centanni and toured the indoor and outdoor areas of the 3 facility. Currently there are six female clients placed at this facility.LPA Nelson reviewed clienl files 4 in. LPA Nelson confirmed that all of the staff have obtained their criminal record clearance. 5 6 LPA Nelson observed all of the required posted items The Facility has a fully sufficient food supply. 7 Including a sufficient supply of fresh fruits, vegetables, can goods, meats and staples. Hot water :

1temperature was tested and measured 110 degrees.

bserved. Clients have sufficient clothing and personal hygiene supplies. The facility has a ~~ ~ he clients rooms were neat end clean. AH required bedding, closet and drawer space was

~~ sufficient supply of sheets, bedding, linen, and towels for clients .. Smoke detectors are located in

14 e various area of the facility , including kitchen, living room and the client bedrooms. All of the

15 1smoke detectors were tested wilhln the last few weeks by the Fire Oepar1ment and found to be

16 1operable.

~~ ~ II toxins and cleaning agents were locked and secured at the time of visit. Medication was

19 eviewed no deficiencies noted. Medication was stored and locked. There was no Medication that

20 required refrigeration at time of vis~. Facility has all the required first aid supplies. The facility is

21 1:1und to be In compliance with Title 22 regulations no violations found

IAn exit Interview was conducted along with a copy of the report was provided.

I 5

~UPERVISOR'S NAME: Shelly Grace LICENSING EVALUATOR NAME: Jordann Nelson LICENSING EVALUATOR SIGNATURE:

TELEPHONE: (714)3D9-9JaJ TELEPHONE: 714·292-SS37

DATE: 06/21/2017

J acknowledge receipt of this form and understand my If censlng appeal rights a& explained and received.

FACILITY REPRESENTATIVE SIGNATURE: DATE: 08/21/2017

This report must be avallabJe at Child Care and Group Home facilities for public review for 3 years. UCID9 (FAS)~ (06/04) Page: 1 of 1

Appendix P

The Ultimate Guide to Working at

Rite of Passage

Contents

Welcome to Rite of Passage! We're thrilled that you're a part of our dedicated team who want to change the world, one student at a time. Even though that sounds pretty serious (it is), we also want to to know that Rite of Passage is a place where you can be a superhero: you can change the world AND have a lot of fun! That's why we created this unique staff guide... it's a roadmap to get you through your first few weeks so you don't run away when someone asks you about the ADP, and if you don't know the answer, to go ask the RAC or DGL (see our translation guide on the facing page.)

We also want you to know that you are a key ingredient to our mission to improve the lives of youth. Without you, our students would not be able to accomplish their goals of obtaining an accredited education, graduating with a high school diploma, earning industry-recognized certificates or learning to live the core values of our pro-gram: Respect, Attitude, Motivation and Spirit (which spells RAMS and partially explains why there are images of sheep sprinkled throughout this guide.)

Even though the puns might be ba-a-ad, let's go through the ROP program...

Page 2

Translation Guide

18/20 18 Exercises/20 Repetitions ADL Activities of Daily Living ADP Average Daily Population AOD Administrator on Duty ART Aggression Replacement Training Block R Ram highest status (boys) CBT Cognitive Behavior Therapy CPS Child Protective Services CVC Cardio Vascular Circuits DGL Director of Group Living DPN Daily Progress Notes DSS Director of Student Services EBP Evidence Based Practices FFA Force Field Analysis (Green, Yellow, Red) GL Group LeaderHRMS Human Resource Management SystemI-ACHIEVE Binder containing student achievements for young women in an ROP program I-VALIDATE Binder containing student achievements for the young men in an ROP program

IR Incident ReportKPI Key Performance Indicators MIR Medical Incident Report MPE Major Program Element PD Program Director PO Probation Officer/Parole Officer POC Positive Organizational Culture PRP Problem Resolution ProcessPSD Positive Skill Development PYD Positive Youth Development Q House Qualifying House RAC Ranking Administrator in Charge RAMS Respect, Attitude, Motivation, Spirit ROP Rite of Passage S/A Student Athlete S+ Positive Stimulus, 5 – 1 ratio SS Shift Supervisor T4C Thinking for a Change (CBT) UM Unit Manager W/S Work Study

We use acronyms. A lot. Here are some of the more common ones.

Page 3

Ms. Roberts, who had been talking to another staff member, joins you at the table. She must have heard your con-

versation, because she says, “I’m so sorry to hear that you are stuck with so much paper-work. The game doesn’t start until 6:00 tonight, an hour after your shift ends, so I’m sure you could join us if you don’t have anything else go-ing on.”

Choose Your Own Adventure: Your First Day at Rite of PassageDisclaimer: The following scenarios have been created for the purpose of demonstrating certain key concepts that you may encounter as a Rite of Passage team member. Any resemblance to actual events or persons, living or dead, is entirely coincidental. Ulti-Pro, 18/20s, salad bars and Academic Model pyramids, however, are very real and very much a part of every Rite of Passage program.

1.

IT’S YOUR FIRST DAY on the job: you arrive a little early and wait ner-vously in the waiting room. You’ve only been there a minute when Julie, the HR representative, appears and waves to you. “It’s great to see you,” she says.

You respond that you are excited to get started.

“We have a full schedule for you to-day—we are going to take a tour of the facility, meet other staff and a few of

our kids and sit with a student for lunch. How does that sound?”

“That sounds good,” you say.

“So, let’s start our tour in the break-room, which is the first room you come to after you walk through the lobby.” She leads you to the break-room, explaining that this is where you can get your daily dose of caffeine. Then, she points to a kiosk that displays a white screen with the Rite of Passage logo. “What do you suppose this is used for?” She asks.

4.

3.

A little while later, Julie introduces you to Ms. Rob-erts, a Unit Manager. Ms. Roberts tells you about her experience at ROP; how she has worked here for four years and, through staff training and profes-sional development opportunities, she was promot-ed from Coach Counselor to her current position as UM.

She leads you into a different area of the building and you notice that the walls are covered in color-ful murals with positive messages. You mention this detail to Ms. Roberts.

“ROP has a long history of improving the atmo-sphere of its programs by adding details like mu-rals,” she says. “These kinds of changes help make ROP a positive place to be for both our staff and our students.” She asks you if you have heard the term ROP uses to describe the “ambiance” or “culture” of its programs.

Option 1: “Umm…” You look around desperately and see a yellow pyramid taped to the wall. You strain to read the caption.

“The Academic Model?” you ask. You aren’t sure.

(Go to #13)

Option 2: “Well, I think I heard somebody call it ‘Positive Organizational Culture’ in one of my interviews, but I might be wrong.”

(Go to #18)

6.

8.

2.

PART 01

Option 1: “This looks like a selfie kiosk! I thought only major airports had these installed!”

(Go to #2)

Option 2: “I bet this is where hourly employees can clock in and out at the beginning and end of their shifts.”

(Go to #9)

(Go to #10)

(Go to #21)

(Go to #7)(Go to #20)

Yes! If you eat with the kids, you can

eat for free!

It shows the kids how to lead happy,

healthy lives.

Page 4

After a moment, she continues: “Our HRMS (Human Resource Man-agement System) is called Ulti-Pro. There are kiosks located at every ROP site to enable hourly employees to clock in and out of their shifts. Even if you are a salaried employee, it is important to know about Ulti-Pro. It is where you can request time off, see your PTO balance and benefits.”

10.

(Go to #15)

Your tour takes you by the classrooms where you see students discussing lit-erature in one class, and studying sin-gle-cell organisms under a microscope in another. Ms. Roberts shows you the vocational classrooms where students can pursue welding, wood-shop, cosmetology and the culinary arts.

You walk around a corner and encounter a recent-ly-mopped hallway. A sign indicates that the floor could still be wet, and to be wary of slipping.

“So, this reminds me,” Ms. Roberts says, “we say that the most important part of our program is ‘establish-ing safety.’ Do you know what we mean by that?”

Option 1: “It means you should make sure you let people know where you mop?”

(Go to #17)

Option 2: You steal a second glance at the Aca-demic Model poster since it is the most promising place in the room to glean answers to Ms. Roberts' questions. “It means that we ensure the physical, psychological safety of the kids in our programs,” you say, reading the words inside the bottom of the pyramid.

(Go to #19)

11.

(Go to #3)

“Well… not really—but that’s not a bad guess,” she says. “While we run Academic

Model programs, I’m asking about one element of an Ac-ademic Model program, if that makes sense. The model is everything we do: education, treatment, sports, commu-nity service, behavior management, graduation ceremo-nies— and everything you see the kids doing.

(Go to #11)

13.

The kids seem happier after they workout.

(Go to #21)

12.

14.Your tour takes you outside. It is a beautiful spring day. Students in athletic clothing are listening to a very fit man who looks like he is the P.E. teacher you had back in high school.

Ms. Roberts introduces you. “This is Mr. Morris—he loves to participate with the students when they complete health and wellness exercises." Mr. Morris shakes your hand and says, “Welcome! I hope you can join us some-time! On days when the weather is nice, we go for three-mile runs, do yoga outside or go on bike rides. Today, we are going to do 18/20s. Would you like to join us?”

You say that you would. Mr. Morris asks a student to lead the exercise. The student stands before the others, and begins to give clear instructions. You follow his lead. You learn that 18/20s are an ROP tradition — and, that they are a series of 18 callistheni and body-weight exer-cises that are repeated twenty times each. You don’t think this sounds hard at first, but after doing twenty burpees (for the first time since high school) you’re totally out of breath. You think: Wow, these students are in great shape!

The kids seem to appreciate your presence and some of them take a moment to introduce themselves.

“Do you know why we have a daily health and wellness component in Rite of Passage programs?” Mr. Morris asks you.

Option 1: “It tires them out, so they fall asleep faster at night?”

(Go to #14)

Option 2: “Because exercise is good for you, I mean physically, but it also improves your mood.”

(Go to #4)

16.

(Go to #6)

15.

Page 5

UltiPro·

Your stomach starts to rumble…audibly. You’re about to make an excuse (“wow, this building is really noisy!”) when Ms. Roberts smiles, and says: “The cafeteria is right around the corner. I hope you’ll join the kids for lunch…?”

You try not to nod too eagerly.

As she opens the door to a clean dining area (and the smell of spaghetti sauce wafts warmly through the air) she asks you: “So, ROP has this really cool perk. Can you guess what it is? I can give you a hint—it has to do with food!”

You think for a moment (ignoring the sound of your rum-bling stomach) and answer:

Option 1: “Snacks in the vending machines are half off? (Hey, where are the vending machines, anyway?)”

(Go to #12)

Option 2: “If you eat a meal with the kids, you can eat for free?”

(Go to #3)(Go to #10)

(Go to #11)

18.

9. Her face lights up. “You're absolutely right!” she says.“You can also clock in using a computer or even your cell phone.”

19.

(Go to #16)

(Go to #16)

She laughs. “Well, I guess that’s a part of it. So, let’s say it means putting up ‘caution wet floor’ signs—why would an organization do that?”

“To keep people from slipping and getting hurt,” you answer.

“Precisely,” she says. “And so, in the same way, we have policies and procedures in place to make sure that the kids in our program are safe so that they can make prog-ress and turn their lives around. Those very same policies and procedures also make the workplace safe, so our employees can not only do their jobs, but sustain a high quality of life while at work.”

17.

21.

“That’s right!”

Page 6

Positive Youth Development

Positiv~ Organizational

Culture

Positive Reinforcement

Developing & Practicing siJIIS

Problem Resolution

Process

Academic/ Career Tech

Skills: Gain and practice critical social skills, accumulate

credits, receive a diploma/GED, establish a work ethic, and gain employment skills.

Cogn itive/ Social SkilJs:

Receive evidence-

based cognitive behavioral

curriculum, social skills, problem solving

skills,etc.

Assessments and prescriptive treatinent planning provided and individual student understood. Students receive evidence-based, cognitive

behavioral · ans to overcome aggression, disruptive behavior, trauma, reduce risk fa etc. Families are involved and interventions provided.

Safety & pro-social relationship established With caring adult. Develop problem resolution skills, empathy and ability to give

back to fa.mi\y and community.

Restor~tive Justice

Responsivity ~fid Gender-Spec, c

Approaches

Effective Pr~~~i~es '" C<;>':'m (EPICS) Superv1s1ons

Motivatio_nal Interviewing

The Coach Counselor on duty directs the students to clean up their plates. You watch as the students stand and walk as a group to their afternoon class.

Once all the students have left, Ms. Roberts tells you that ROP students who participate in organized sports compete against other high school teams. She also tells you that ROP programs of-fer all kinds of extracurricular activities. "We have students who participate in Student Government, Art Club, Robotics — any normalized high school activity in which they are interested." “So, it’s really OK that I’m going to attend the game?” you ask, because you want to make sure that you are upholding the appropriate boundaries between you and the students.

“Absolutely,” says Ms. Roberts. “This is another aspect of Pos-itive Youth Development, and why our programs shine. We encourage staff to bring their interest in sports, the arts and structured recreation to the program and to introduce our stu-dents to positive activities that they can enjoy for a lifetime.”

22.

While your experience of your first few days at Rite of Passage may vary (especially if you work at an academy versus a community-based program), remember that you will learn your role, get to know your colleagues and the kids in our programs while helping us to achieve our mission of improving the lives of youth, families and communities.

In the cafeteria, you sit at a table with a stu-dent, a young man who introduces himself as Student-Athlete Hernandez. He is quiet and seems to be shy. To get him out of his shell,

you ask him about his day. He mumbles something about PSD groups. Then, he says: “I’m a starter on the varsity basketball team and we’re having a home game tonight. Can you come cheer us on?”

You answer:

Option 1: You’re not sure what you are supposed to say. You thought you heard something about not getting “too close” to the students. “I wish I could, but I have to finish filling out HR paperwork,” you say.

(Go to #8)

Option 2: You haven’t been to a high school basketball game in years! You remember how fun they can be. You learn that the game will start at 6:00—an hour after your shift. You answer: “That sounds like so much fun! I’d love to come watch!”

(Go to #7)

5.

20.

7.

(Go to #22)

(Go to #5)

Page 7

•

PART 02

We’re sure, by now, you’ve been “welcomed” to Rite of Passage several times—by your supervisor(s), colleagues, our kids (and even by this guide!). This Culture Book isn't just a list of “dos and don’ts”, but a roadmap of our history, culture and mission.

At the most basic level, our organization believes that each person, no matter their past circum-stances, has inherent strengths and the capacity for positive change. We’ll get into what this means for the youth we serve, but we also hold this belief for our staff.

The Adventures of ROP!

ROP Culture Book

ROP was founded in 1984!!! The Admin

office is in Minden, NV and

supports each ROP site.

We have 1,700 employees & work with 2,500 kids

every day.

Our dedication to

youth demands our full participation in services to rehabilitate and help them. Our values reflect those of a business founded by people who

wanted to help youth succeed. Our youth-centered approach, with a fo-

cus on providing normalized environments...

...safety and caring relationships...reflects our company's commit-ment to tomorrow's

generation.

Welcome!Bienvenue!

Willkommen!

Welkom! Vitej!Aloha!

T'aves baxtalo!Susu

mai!

Ahla w sahla!

Page 8

Who is ROP?

We are a company of child care workers; if you are not with kids, you are in the wrong place.

We are a continuous learning organization that adapts to the practices that help children the most.

We operate our programs as if they were for our own children.

We operate normalized programs that promote opportunities, strengths and skills.

We value our staff who are driven by our mission to improve lives.

Safety, accountability and responsibility

Partnership with families & stakeholders

Staff contributions

Student-centered programs & opportunities

Continuous learning

5 Core Values

EWE are at the heart of what we doHow do we get our kids to embrace the ROP program, and its mascot the Ram? Hey… did we mention that we chose the image of the ram not only because it is the official state animal of Nevada (where it all began), because it’s a cool-looking creature, but also because its letters align with the values we think are super important for everyone to keep close to their hearts: Respect, Attitude, Motivation and Spirit?

If our students are RAMs then, maybe our team members are EWEs because they Em-body Work Ethic, Excellence and Success through the important work they do every day.

5 Core Values Principles

Page 9

" " .:c..

' ' • • • .. .. ... .:c..

••

\ ., .,

• •

• •

• " •• * •

Why we do what we doWe do what we do because we love kids and want to make sure that they have happy, healthy, normal experiences that can lead them to successful lives as adults. Over the years, we’ve come up with a handful of rituals and traditions that help the kids in our programs to celebrate themselves and their accomplishments while having…fun! These rituals include Validate and graduation ceremonies, har-vest festivals, Christmas parties, Easter egg hunts, camping trips, homecoming games and prom dances, among several others.Every year, we create new rituals and ceremonies. Often, this is due to the interests, hobbies and passions that team members like you bring to the program. Are you an avid hiker? Do you know how to knit or crochet? Are you into competitive dog grooming? Or, ex-treme ironing? Flash mobbing? Baking pies or (probably) eating them?Whatever it is that makes you tick, we encourage you to start a new club or team on campus. And, who knows? Maybe your contribu-tion will become the next ROP tradition.

So, what does this have to do with “ewe”?The ROP program begins with our students forming healthy, re-spectful relationships with our staff. In one respect, this is the easiest part of your job: you get to hang out and do fun activities with kids! Yet, we help you every step of the way, as you become a role model or (as some of us would explain it) a “prudent parent” to our students.We prepare EWE through a multi-layered approach to staff training. This means that you will develop as a child care specialist through your every day job here at Rite of Passage.

This will happen through:

• Pre-Service Training: This is the training you’ll start before or on your first day. This training introduces you to our Human Resource policies, our internal systems, and all the basics you’ll need.

• Tech Training: This training helps you to hone the skills you use on a daily basis. Usually, this training is a mixture of in-person classroom sessions and job-shadowing.

• Essential Skills Training: These trainings typically occur on an annual basis and keep you updated on important accreditation requirements. We also have a series of trainings that are designed to make you an expert in your field.

• Professional Development: Did you know we offer perks such as tuition reimbursement (based on longevity) and our very own leadership development program? We want you to be the best you can be… because the better you are; the better care our stu-dents receive. And, at ROP, we are all about kids.

Page 10

The Bill of RitesIn addition to rituals and celebrations, we have a list of rights that we ensure every ROP program offers to our students. We call these “The Bill of Rites” and like the real Bill of Rights, this list guarantees a high quality of life for the students who, for however long, call Rite of Passage home.

We have a framed copy of the complete Bill of Rites in every ROP program. To give you a taste of what it says, we’ve included an outline, here:

Students have the rite to...1. ... be encouraged and nurtured, to wake up well-rested, ready to start their days.

2. ... look crisp and professional in every element of our program.

3. ... a year-round accredited high school educa-tion and the opportunity to earn industry-recog-nized vocational certificates.

4. ... individualized, prescriptive treatment ser-vices overseen by qualified ROP staff.

5. ... exercise every day.

6. ... participate in sanctioned high school athlet-ics and club sports, and to compete wearing their school logos and colors.

7. ... healthy meals shared with ROP staff.

8. ... have staff “in the mix” with them every mo-ment of every day.

9. ... a clean, safe and well-maintained place to live that reflects our belief in their future.

10. ... safe, supervised and structured activities that lead to a good night’s sleep.

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1984 1992198919881987

ROP started as a group home for 12 boys in the Sierra Nevada Range based on the premise that getting kids “back to the basics” could offer them a greater chance of recovery.

ROP established its first residential academy.

ROP’s students com-pleted a transconti-nental cycling tour.

Nevada Governor Richard Bryan issued Gubernatorial Rite of Passage Day procla-mation in honor of the innovative approach to programming for at-risk youth.

Passageway Scholarship Foundation established to offer scholarships to ROP students who wish to continue their post-secondary education or vocational training.

Company History:

2009 201120112010

In collaboration with the University of Cincinnati, Rite of Passage devel-oped new training and programming paradigms based on research and Evidence-Based Practices.

Rite of Passage was highlighted in a Pos-itive Youth Develop-ment article by Dr. Jeffery Butts.

Rite of Passage was nominated as an OJJDP provider of the year.

2012

Rite of Passage opened two charter high schools for at-risk and high-needs students.

The Youth Offend-er program opened, offering aftercare and transition services to young adults.

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20011994 200820051994

The Academic Model paradigm was established.

ROP was recognized as a model program by the Little Hoover Commission.

Canyon State Acad-emy, a residential program, opened in the Southwest.

ROP’s first female, gender-specific residential program opened. Services include trauma-re-sponsive curricula and a strengths-based approach.

ROP created an 8-book series of gender-spe-cific Student Resource Guides. These Guides lead students through the Academic Model.

TODAY2014 201720152012

ROP opened addi-tional programs in the East and part-nered with local universities.

ROP runs 40 programs across its continuum of care in 16 states. With over 1,700 staff, our Academic Model serves 2,500 youth each day.

ROP expanded its services to include programs in the Southeast.

ROP launched its leadership Educa-tion Apprenticeship Program (LEAP).

ROP celebrated 30 years of improving the lives of youth.

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. .,

• •

How we became Rite of PassageIn the early 1980s, a Psychiatric Technician at Napa State Hospital, Dave Maguire noticed that youth placed under the hospital’s care didn’t respond to the “Medical Model” — the traditional treatment at the time that included seclusion and psychotropic medication. He believed that an innovative approach — getting kids back to the basics — could offer them a greater chance of recovery.In 1984, his vision led to the birth of “Rite of Passage” as a group home for 12 male youth in the “Wimbledon House,” located in the Sierra Nevada Range. In the late 1980s, Rite of Passage expanded to include a site in the high desert of Northern Nevada. There, youth adhered to an alternative “boot camp” program — following the model that was gaining momentum among juvenile justice programs nationwide. The program philosophy was simple: rigorous exercise delivered therapy, which, when paired with positive mentoring and serious aca-demic study, fostered opportunities for youth to develop goals, and to improve their own lives.In the 1990s, there was a major shift in Rite of Passage’s focus. Following the research and best-practices, this shift transitioned our programs from their outward focus to the development of youth’s intellect and employ-able skill sets. This was the decade of our Athletic Training Centers and Schools where youth could earn not only a high school diploma, but could receive vocational training in industry recognized trades.Today, ROP offers a full spectrum of evidence-based services and care for foster, at-risk and adjudicated youth across the United States. From Community and Family Support, Child Welfare, Education and Juvenile Justice programs, our staff are dedicated advocates for youth who encourage students to climb the highest mountain peaks and to see new perspectives for their lives from such great heights.

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Our ContinuumCommunity and Family Support:Community family and support programs give youth the help they need, when they need it. Through Evening Learning Centers, a Mentoring and Tracking Program and a Proud Parenting program, ROP offers students support while they continue to live, work and go to school in their respective communities.

Child Welfare:

Child Welfare Programs offer youth a safe sanctuary where they can learn and grow. Through Youth Shelter programs, Youth Villages, Foster Family Agencies, School Support Services and Community Partnerships, we offer individualized treatment and services based on each child's needs.

Education:

Charter, voucher and facility schools offer a normalized school en-vironment for youth who have struggled in the public-school sys-tem. ROP day schools offer educational services to children with autism, expulsion students and homeless youth. Our academical-ly-driven programs are housed in state-of-the-art facilities and use our 4R Instructional Framework to ensure rigorous programming which leads to a high school diploma, GED and vocational certifi-cations. Our charter schools compete against other high schools in athletics and other competitions and students participate in clubs, student government, intramural sports and programs focused on the arts.

Juvenile Programs:

ROP offers quality residential care for at-risk boys and girls who need more intensive care than community or child welfare services can provide. Our residential programs serve youth with severe emotional trauma and behavioral challenges and are delivered in state-of-the-art facilities where treatment, education, vocation and positive youth development programming are aligned with our Ac-ademic Model in a normalized high school environment.

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Appendix Q

Rite of Passage programs prepare students for positive transitions back into the community by teaching them the skills they need to succeed, and by connecting them to resources that can help them continue their education or pursue a meaningful career. At Arkansas Juvenile Assessment and Treatment Center (AJATC) gaining employment upon exit is a challenge for many students, which is why AJATC has introduced a new on-campus program that will help bridge the gap.

In July, AJATC partnered with Arkansas Rehabilitation Services and Goodwill to help students gain job experience and career skills that will make them more employable once they transition back into their communities. The program works with up to 25 AJATC students on job-based training and focuses on the process of employment, including how to complete an application, resume building, interviewing, and verbalizing employable skills. Jailon is one of the students participating in the new program, which in his words, “has helped me learn to work even if I am having a bad day and has taught me more about working as a team.” Christian, another program participant, added that, “the staff from Goodwill have helped me learn to deal with frustration in a job setting. They really try to understand us and help us out.”

This unique program is affording AJATC students the opportunity to find work in their community upon exit. As program participants, they will be eligible for hire at any of the 46 Goodwill locations across the state of Arkansas.

Early this spring, Arkansas Juvenile Assessment and Treatment Center began a partnership with the Boys and Girls Club that resulted in the Ram Community Garden. The garden, in which stu-dents have grown several different types of peppers, tomatoes, squash, cucumbers, cantaloupe, beans, gourds, okra and pumpkins as well as a wide variety of flowers, was intended to teach the value of vegetable and herb production. And while it certainly has done that, our students and staff have harvested more than just vegetables this spring and summer season.

Students from the construction vocational class built the raised beds where the young gardeners planted the crops – donated by the Boys and Girls Club – that they weeded and watered every day this summer.

Under the direction of paraprofessional Frances Trigeth, AJATC students have developed their ability to cooperate with one another, their responsibility, self-esteem, self-confidence and mo-tivation while learning how to grow a garden.

With “Pomp and Circumstance” blaring over the loud speaker at the Arkansas Juvenile Assessment and Treatment Center (AJATC), an audience of over 200 family members, students and staff watched as twelve ROP students received their high school diplomas. Faculty, who were fully robed in their graduation regalia, honored students who passed across the stage, taking the first steps toward their bright futures.

Dr. Martha Wall-Whitfield, Principal at AJATC, welcomed the audience and encouraged all the stu-dents to look to their future. Mr. Marlon Morrow, Program Director, spoke of the dedication of AJACT faculty and staff. Guest speaker, Mrs. Mathis-Peters (the Assistant Federal Defender for the Eastern District of Arkansas and Appellate Attorney) encouraged the students to make better decisions and use the resources and support at AJACT to help perpetuate the positive changes and progress they have made in the program. Following the speakers, the students presented several roses to staff and teachers who impacted their lives. Then, the students tossed their caps into the air, bringing the ceremony to a traditional close.

After the ceremony, the graduates and families enjoyed a beautiful reception where Professional photographer Brooke Turner took pictures of students and their families. It was a day that all in-volved will remember.

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For over thirty years, Rite of Passage has found that offering normalized activities helps the youth in our programs develop the skills they need to succeed in life. One important skill every high school student develops is communication skills. Yet, Arkansas Consolidated High School did more than assign its students another 5-paragraph essay. Instead, it challenged its students to submit their poetry, essays – and even rap songs – to a school-wide poetry and writing competition centered around the theme of diversity. The winning poem, written by Student-Athlete Danny, commented on the social barriers created by stereotypes:

“Would you be another reason to keep us stereotyped,about how we get high and sell drugs all night.

Will you be the one to break the chains of the past,by striving to be Number 1 and never settle for being last.”

The literary event caught the attention of Arkansas Governor Hutchinson who honored the five top-placing students by sending them official certificates of achievement. In total, there were nearly thirty submissions across all literary genres.

The competition, which urged students to embrace their creativity and express their personal expe-riences and views, helped many students find their voice and recognize the value of language as a vehicle for artistic and personal expression. Subjects ranged from autobiographical to fanciful – and each piece was as unique as its author.

Rite of Passage programs honor student achievement through time-honored rituals. Our organiza-tion has a long history of helping at-risk youth populations by introducing them to sanctioned high school and club sports. This is also true of our program at the Arkansas Juvenile Assessment and Treatment Center where young men and women participate in pro-social athletic activities.

Recently, AJATC hosted its first annual sports banquet in order to recognize and honor the Stu-dent-Athletes who participated in our sports program. We recognized the first AJATC traveling bas-ketball team that finished their season 22-2 and the first AJATC traveling co-ed softball team. Both teams displayed RAMS expectations and teamwork during each game even when playing in recre-ational and competitive leagues which were held in different offsite locations. Our students on each of these teams represented ROP like RAMS should: with Respect, Attitude, Motivation and Spirit!

The sports banquet was also an opportunity to acknowledge the ROP staff that volunteered to coach, transport, and support the students who participated on our sports teams. Through both seasons, ROP staff showed amazing support and commitment to our Student-Athletes. The athletic program is growing, and these first two teams have set a positive precedent for future AJATC athletics.

The Arkansas Juvenile Assessment and Treatment Center (AJATC) seeks to inspire students to em-brace their education through unique opportunities that extend learning beyond the classroom. This year, AJATC joined 70 sites around the country in a Nationwide Read-A-Thon called Unbound spon-sored by the Center for Educational Excellence in Alternative Settings. The annual event provides opportunities for youth in secure facilities to explore the power of reading, to read for pleasure (not just for a grade), and to develop the habit of reading that can last a lifetime.

Although it was only AJATC’s second year participating in the event, students read over 44,000 min-utes during the month of February, and won first place in Unbound’s bulletin board competition and the picture book contest. Additionally, the school received special honor for being the largest facility to participate. To conclude the competition, AJATC celebrated all of their student-readers by holding a special assembly. The top six readers on the campus were rewarded with a chance to pie the site’s management team – including Program Director Marlon Morrow – in the face.

AJATC student S.T. – who placed third overall in the “Most Inspired Reader” competition – stated it best: “If it wasn’t for the Read-A-Thon, I most likely wouldn’t have become passionate about books. I love to read now!”

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Rite of Passage programs offer education that is not only rigorous and relevant, but that steps out-side the box to engage our students. Recently, AJATC’s education department did just that by host-ing its first poetry slam, which was hosted by Ms. Tiffany Facen.

The event, in which 17 AJATC students participated, was a huge success. Students dove into the chal-lenge, working hard to prepare drafts, and practicing and performing very expressive pieces. One student, in his winning poem, wrote: “I can and I will make that change!”

AJATC teachers and therapists joined in the poetry slam as well. Paraprofessional Ms. Trigleth shared a piece about her life and the obstacles she has overcome and Dr. Whitfield shared a piece about what it is like to be a Principal. She stated, “I show up for you, every day. WE show up for you, every day. It’s time for YOU to show up for YOU!”

Everyone did a wonderful job. Our Director of Group Living, Tim Cade, along with Case Manager, Karmeshia Coleman and Therapist, Shurise Telesford sat in as judges. Winning poets were chosen from the top contenders for both young women and young men. AJATC students are already asking about our next poetry slam event!

Rite of Passage programs provide opportunities that empower our young women and help them develop the skill sets they need to forge bright and meaningful futures. Recently, two young women from the Arkansas Juvenile Assessment and Treatment Center (AJATC) joined 1.8 million Girl Scouts from around the country by joining the organization whose mission is to “build girls of courage, con-fidence, and character, who make the world a better place.”

The two young women were invited to join the Girl Scouts Diamond Troop of Arkansas, and attended their first Girl Scout event in Fayetteville this past week. The event featured several workshops that were focused around science, technology, engineering and math (STEM) and promoted career op-portunities in these fields that have historically been male-dominated. AJATC’s Girl Scouts practiced their peer interactions and social skills while participating in the workshops that empowered them through creative and educational activities. The various workshops taught them how to make paper using recycled materials, how to harness natural energy through the engineering of windmills and finally how to create lotion using household materials such as laundry detergent and sugar. The two young women expressed their excitement about their new membership to this G.I.R.L. (Go-getter, Innovator, Risk-taker, Leader)-centered community, stating, “the trip was amazing and we can’t wait to go again!”

AJATC is proud to offer opportunities like these that empower our young women and open their eyes to their infinite capabilities and potential, and is thankful to the Girl Scouts organization for partner-ing with us to help promote the power of every girl.

Rite of Passage programs provide youth with rigorous and relevant education to prepare them for futures that involve higher education or a professional career. It’s not by mistake that the corner-stone of our programs is a focus on reading: recent research is revealing surprising ways that read-ing is good for you – beyond the well-known outcomes of making students more well-rounded and cultured individuals. Psychologists at the University of Toronto, for instance, have found that reading increases one’s tolerance for uncertainty – in other words, avid readers are better creative thinkers who can think “outside the box.”

This month, Arkansas Juvenile Assessment and Treatment Center (AJATC) is fostering avid readers on its campus by participating in a National Read-A-Thon competition sponsored by the Center for Educational Excellence in alternative settings. During the month of February, AJATC students will set reading goals and achieve them through free time and structured reading activities. The students will participate in various contests, including a bulletin board contest, a book selfie contest, a book review contest, and a book bingo game.

Scholastic Books donated seven boxes of brand new books to AJATC for participating in the month-long event. Participating students will be awarded with books, pizza parties and/or t-shirts. AJATC’s education department has also offered additional prizes that include journals, folders, sketch pads, and pizza or ice cream parties to help motivate the students to read. The kick-off assembly was well received by the students, and at the end of their first week of the competition, AJATC students had already read over 214 hours and 40 minutes (13,000 minutes).

On December 21st, the Arkansas Juvenile Assessment and Treatment Center (AJATC) held their annual Talent Show where over two dozen students were able to get up on stage and showcase their talent in front of their peers. The acts ranged from a comedy routine, to singing, to spoken word poetry, and even an acappella vocal performance.

In addition to the individual acts, several students also participated in a theatrical performance entitled “A Family Apart.” The play, which was coordinated by Therapist Karmesha Coleman, integrated aspects of the students’ treatment program. It took great courage for the performers to get up in front of their peers and staff, and while many showed their nerves throughout, they were still able to shine! The school administrative team even performed a rap, detailing how much the students here at AJATC are loved and highlighting some of the services the school provides.

Events like this integrate normalcy in the lives of our Student-Athletes. We are continually grate-ful for our partnership with the Boys & Girls Club of Saline County for the facilities that allowed this event to take place.

Recently, staff from the Arkansas Juvenile Assessment and Treatment Center joined the com-munity in supporting female education and empowerment. Rite of Passage was the primary sponsor for the 2017 Delta Community Based Services Annual “At-Promise” Girls Empowerment Conference held at the University of Arkansas in Little Rock. The annual event, which works to promote female self-esteem and self-worth through prevention education, awareness and re-source sharing, gathered over 300 participants for professionally-led seminars in mental health, drug addiction, and healthy lifestyles. With this year’s theme of “Let’s Move,” the Conference focused on empowering young women to pursue positive lifestyles through healthy eating hab-its, active lifestyles and fitness regimes.

Rite of Passage was proud to sponsor this community event that shares our commitment to youth. According to Delta Community Based Services, “Every girl deserves to feel that she’s valued and has a chance at doing and being something great in life.” We couldn’t agree more.

This past month, students at the Arkansas Juvenile Assessment and Treatment Center (AJATC) joined millions of American schoolchildren in honoring African Americans through the celebration of Black History Month. Created as a week-long observation of Black American contributions in 1926, the event has been a month-long celebration since 1976 – coinciding with the birthdays of Frederick Douglass and Abraham Lincoln. Sharon Bankhead (AJATC staff member) coordinated an event that involved every student at AJATC in honoring diversity.

The event began with teaching faculty giving youth an overview of Black History Month. Then, the program hosted a guest speaker, Marguerite Flannigan, who gave a presentation titled: “Day in the Life without Black Americans” that highlighted the various contributions of Black Americans to the arts, sciences, political and social causes by detailing what a “normal day” would look like without the contributions of Black Americans. The presentation was followed by a game facilitated by AJATC students called “Who am I?” in which they challenged participants to guess the historical figure based on a description of that person’s societal contributions.

The celebration also included a parade in which AJATC students wore African head garb (for which they had to research the significance of the headdress), and a drum-line performance from Mabav-ele Elementary School. The performance featured a dozen third through fifth grade students whose impressive training and musical talents were displayed as they marched through the AJATC gymna-sium and took the stage. The celebration underscored the value of diversity – and that each person, no matter his or her heritage, has the potential to create positive change in the world.

Rite of Passage programs create normalized, high school environments in which our students can achieve academic, vocational, athletic and holistic success. Recently, the Arkansas Juvenile Assess-ment and Treatment Center initiated a longtime high school ritual by holding its first spelling bee competition.

Ms. Willingham, a paraprofessional who coordinated the event, said, “I love that ROP is so sports oriented. Sports and organized activities can do so much for a teenager, more than another person sometimes. However, I realize that not all of our Student-Athletes are actual athletes. I wanted to give them something to compete for, and they did more than compete, they had fun doing some-thing they enjoyed.”

Approximately 75 students from all 8 units participated in the preliminary round of the Spelling Bee. The top 2-3 finishers from each unit qualified for the final round, a competition that was held in front of their fellow Student-Athletes. Every student prepared by studying complicated words all week especially words they had not encountered before. The Student-Athletes and staff that were in attendance displayed an enormous amount of support and positive feedback for the final spellers.

This is the first time AJATC has held a competitive spelling bee, but it will not be the last. Not only did Student-Athletes participate, but staff joined in on the fun as well. AJATC’s Assistant Program Director Amy Ast provided the definitions of the words when students requested them, Human Resources’ Misty Day was the word pronouncer, and Teacher Melissa Key was the spelling judge. The winner of the First Annual Spring Break Spelling Bee was Student-Athlete J.C. who included the semi-finalists in his award party.

ROP is dedicated to improving the lives of youth not only in our direct care, but the youth that live in our communities and neighborhoods. Recently, AJATC staff took note of a “Summer Ce-real Drive” hosted by a local television station, THV 11. The number of hungry children who were able to eat breakfast because of this project in prior years inspired AJATC staff to initiate a friendly, on-site competition to see who could donate the most cereal to the project. AJATC staff donated 246 boxes of cereal in just two weeks.

After the completion of the drive, AJATC received a letter from the Community Development Co-ordinator, which acknowledged the donations made by AJATC staff by stating: “Because of you, we were able to raise 289,217 boxes of cereal to help feed hungry children through not only the summer, but well into the year.”

This experience has opened up many more opportunities for AJATC to give back to the commu-nity and set examples for our Student-Athletes that clearly show the importance of giving back.

Community integration and partnerships are key components of the Rite of Passage program. In Arkansas, local organizations and community members have joined forces with Arkansas Ju-venile Assessment and Treatment Center (AJATC) to support youth through volunteerism and linkage with the community.

To show our gratitude to those committed to helping improve the lives of youth, AJATC hosted an on-campus Volunteer Appreciation Luncheon recognizing more than 50 active volunteers. As expressed by Volunteer Coordinator Tara Shepard, “Our partnerships with local faith-based and community organizations have allowed us to connect amazing individuals with our students and open doors for these Arkansas youth.” In addition to supporting AJATC through participation in on-campus events, these volunteers seek additional resources in the community to sponsor youth events and provide church services as well as individual spiritual and ethical guidance on a weekly basis.

AJATC is grateful for the support of our community and looks forward to continuing this tradition of celebrating the generosity of organizations and individuals committed to fostering positive change.

Recently, the Arkansas Juvenile Assessment and Treatment Facility (AJATC) held a Fall Carnival for all students attending Arkansas Consolidated High School. Organized by the Education Department and our partner, Boys & Girls Club, the students were able to enjoy activities throughout campus and the day, including over a dozen booths with activities, funnel cakes and a cook out.

Education staff manned many of the booths, some staff dressing in costume for the event. Ms. Fa-cen, a Para Professional at the school (who wore an elaborate witch costume) said: “I wanted to give the kids a really fun Halloween experience because every child deserves to feel that joy on holidays.” Thanks to our partnership with Boys & Girls Club, there were bounce houses set up in the gymnasi-um where the students could let loose and enjoy the freedom that comes from feeling weightless.

One of the highlights of the event was L & M Concessions, a local vendor that provided funnel cakes – covered in powdered sugar – to all students and staff. After attending the carnival, students had an additional opportunity to earn bags of candy and prizes based on the number of tickets they ac-cumulated throughout the day. Some of the prizes included journals, puzzles and coloring books. This successful event is a tradition that the Education Department is excited to continue for many years to come.

Rite of Passage programs provide youth with normalized, high school experiences that form the narrative of any high school student in the United States. Recently, the Arkansas Consolidated High School hosted its first Parent-Teacher Conference Day of 2018.

Over 100 parents and guardians came to campus for the opportunity to meet with their son or daughter’s high school teachers and to tour the school. Conference tables were set up in the school gym, with each teacher at a table. Groups rotated at set intervals, so that every parent had the op-portunity to meet with every teacher.

After the conferences concluded, parents joined their son or daughter on a campus tour where the sounds of: “Mom, come see my classroom!” or “Dad, look at my project!” could be heard in every hallway. Several staff remarked that it was touching to see the students ask them to open rooms so that families could see the work they had done posted on classroom bulletin boards.

The Arkansas Consolidated High School will continue to hold two conferences every academic year – increasing the opportunities for parents to know what student life is like on campus while spending extra time with their child. The goal of these conferences is to involve more families in the lives of their son or daughter... so that students will be more invested not only in their education, but in their own personal vision for their future.

Thanksgiving is a time of reflection, gratitude and giving back to others. The staff at Arkansas Juvenile Assessment and Treatment Center expressed their acts of kindness by providing meals to families at the Little Rock Compassion Center on Thanksgiving day.

Every month, people in the Little Rock community struggle to obtain the basic essentials to sur-vive. Many turn to the Little Rock Compassion Center for food and shelter as well as additional supports. In the past, the Compassion Center mostly served older men; now, however, the Cen-ter also serves mothers with children and younger men. Along with praise and worship, emer-gency shelter, educational programming and clothing assistance, hot meals are served three times a day, every day of the year.

AJATC is grateful to have expressed the essence of this holiday through their participation in helping those in need through our work in supporting the mission of the Little Rock Compassion Center.

RITE NOW ROP

Rite of Passage programs provide youth with opportunities to participate in normalized, high school activities, including organized sports. Sports not only provide youth with physical conditioning and skill development, but also with implicit lessons in following directions, teamwork and dedication – working hard to achieve a goal.

Recently, the Arkansas Juvenile Assessment and Treatment Center (AJATC) partnered with the Divi-sion of Youth Services (DYS) and the Boys & Girls Club of Saline County for the first annual Intramural Basketball Jamboree. AJATC was joined by five other DYS facilities to compete in the double-elimina-tion tournament, held at the new Riverside Boys & Girls Club in Benton, AR. AJATC coaches Jennifer Willingham and Samantha Witt worked extremely hard with the twelve athletes from AJATC leading up to the tournament.

Many AJATC staff populated the grand stands in support of the athletes who had worked so hard to meet the demands of practice and competition. Also in attendance was Governor of Arkansas, Asa Hutchinson, who not only supported the event by cheering on every game, but also played an exhi-bition game with teams comprised of athletes from various participating facilities.

In the end, AJATC athletes were undefeated, winning the tournament and taking home the trophy. Yet, there was another big win that day: the tournament allowed AJATC student-athletes to set the precedent for future off-site competitions. Every player exceeded the expectations that were set for them and exhibited the full meaning of RAMS Pride (Respect, Attitude, Motivation and Spirit).

Community Service is a key component of all Rite of Passage programs. It not only provides an opportunity for students to engage with their community, but it always helps them see the pos-itive impact they can make on the world around them.

Recently, students from the Arkansas Juvenile Assessment and Treatment Center (AJATC) gave back to the community through a project that benefited the 300 students attending the David O Dodd Elementary School in Little Rock. Under the leadership of staff member Chris Tapia, several students and staff participated in the playground beautification project. Participants cleaned up and rejuvenated the elementary school’s play area by repainting sidewalk games such as four square and hopscotch. The elementary school students were very appreciative of the updates to their school playground, and our students were able to make a difference while also role model-ing positive behaviors, exceptional character and a strong work ethic.

Recently, Arkansas Juvenile Assessment and Treatment Center (AJATC) celebrated the academic ac-complishments of five students whose hard work and dedication culminated in earning high school diplomas. The graduation program began with AJATC Principal, Dr. Whitfield, welcoming the attend-ees and emphasizing the significance of this celebration. “You see, we celebrate here,” she said. “We celebrate the small stuff. We find joy in the green weeks, the high test scores, and a day that passes with no incidents. What we hope to help the students realize is that the small stuff will lead to the big stuff. The green week could turn into status, a day with no incidents will help to meet treatment goals, and those high test scores will lead to passing classes. As our students on stage now under-stand, passing classes will lead to this.... graduation day.”

Program Director, Marlon Morrow, continued the ceremony by sharing the mission and vision of Rite of Passage, and showing a video that highlighted success stories of past program participants. The graduates then presented roses to the people in their lives that had most supported them during their time at AJATC. The rose ceremony is a nearly 35-year Rite of Passage tradition.

When the five graduates were presented with their diplomas, they were applauded by their families, peers, AJATC staff and community members for their hard work in making this goal a reality. At the end of the ceremony, Dr. Mathis shared inspiring stories of other youth who had overcome their past choices to find success, and urged each AJATC student to continue striving to meet their goals.

RITE NOW ROP

The Arkansas Juvenile Assessment and Treatment Center (AJATC) and Rite of Passage believe that providing services to the community is key to building character in our students.

In November, one such community service project was held for the greater Little Rock area. AJATC’s Director of Group Living, Tim Cade, organized the city-wide outreach project in which students fixed and repaired bicycles that were then donated to underprivileged families. The students enjoyed getting their hands dirty for a good cause and were proud of the positive im-pact they were able to make in their community.

In addition to teaching students the value of charity and selfless acts, this community service event also taught students practical skills that will assist in their successful reintegration into the community.

Rite of Passage has long-valued providing youth with a normalized adolescent experience. This core value was realized at the Arkansas Juvenile Assessment and Treatment Center (AJATC) through the formation of a youth soccer team that hosts on-campus competitions with local soccer clubs. Through partnership with the Boys and Girls Club, AJATC students hosted their first match on October 1, 2016.

The AJATC team members, many of whom had never participated in an organized sport, were nervous about playing in front of their peers, parents, and the visitors in attendance. Their hours of practice paid off however, with the AJATC Rams outscoring the Benton Traveling Panthers 4-3. The victory was an exciting launch to the AJATC soccer season.

We are very proud of the players for their hard work in preparing for the event under the direc-tion of Head Coach Tyrone Fogle and support from Assistant Coaches Shirley Alexander and Eric Ottoson as well as Lemont Daniels and Lavaris Edwards. The event’s success was the result of campus-wide efforts to promote pro-social activities and opportunities for our youth.

Arkansas Juvenile Assessment and Treatment Center (AJATC) recently partnered with Goodwill Industries of Arkansas and Arkansas Rehabilitation Services to create on-campus employment opportunities for students through a special work program. The work program began in August and allows students to gain work experience that can translate into employment upon gradua-tion from AJATC.

The unique work program was featured in an article on the Arkansas Department of Human Services website that highlighted the positive opportunities that it affords AJATC’s youth and the invaluable life skills that it teaches them. “This program paves the way for our students to tran-sition back into their home environment with employable skills,” said DYS Vocational Manager, Antoinette Thomas.

Research and experience have clearly shown that children and adolescents do better in school when their parents are involved in their academic lives. Parent-teacher conferences are a way to initiate – and to develop – this important bond that can lead to milestones in a child’s life such as earning a high school diploma and pursuing post-secondary education.

On Saturday, January 14th, Arkansas Consolidated High School – in partnership with Rite of Pas-sage – hosted their first Family Conference Day. Families from many different Arkansas commu-nities came to visit their sons and daughters and meet with our teaching faculty and school staff. School hallways were decorated with student work, so relatives could see the accomplishments of their sons and daughters while gaining insight into what a “typical” school day looks like.

Conferences began in the high school gymnasium where students, their families and teaching staff mingled. During individual conferences, teachers provided families with progress reports and student updates. Conferences were followed by a tour of the school and refreshments pre-pared by students enrolled in the Culinary Arts program. While the conference only lasted a few hours, it will help build the foundation of positive relationships that create change and hope for the students of Arkansas Consolidated High School.

The Arkansas Juvenile Assessment and Treatment Center (AJATC) recently took action through a new initiative called the “suitcase project,” when it became apparent that many of the youth who arrive at the program carry their possessions in large plastic bags.

The staff-initiated “suitcase project” was made possible by reaching out to community partners, including the Arkansas Division of Youth Services, Omega Psi Phi Fraternity and several others to donate new or gently used suitcases. “There’s nothing more hurtful than seeing a kid in court, standing before a judge with his or her belongings in a garbage sack,” commented ROP Staff Craig Web.

The project, which has been underway since July, will greatly impact the youth in our care. The suitcase, often a symbol of displacement, represents something very different for youth who arrive at AJATC: the first step toward positive permanency and a knowledge that they – as well as their possessions – have a safe place where they belong.

Exhibit 1

CANYON STATE ACADEMYQUEEN CREEK, AZ

Canyon State Academy is a residential treatment program that is owned and operated by Rite of Passage, a national organization that operates a continuum of youth pro-grams in multiple states. The sprawling 183-acre campus features living units, an accredited school, library, din-ing hall, swimming pool, football field, stables, baseball field, track, gymnasium, chapel, and an enterprise zone that includes a cafe, boutique thrift store and barber shop.Home for up to 400 at-risk youth, Canyon State provides its students the skills and opportunities they need to succeed through interventions and strategies based on evidence and relevant research. The least-restrictive program model has embraced a strength-based approach that inspires learning and growth in every youth, and is guided by our mission to improve the lives of youth, families and communities.

UTA HALEE ACADEMYOMAHA, NE

Uta Halee Academy is a female-specific, residential program that offers young women opportunities to build productive and meaningful futures for themselves and their communities. Owned and operated by Rite of Passage, a nationally recognized organization that operates a continuum of youth programming in multiple states, Uta Halee is situated on a 27-acre campus featuring four living units, an on-site day school, transitional living cottage, enhanced shelter, health clinic, great hall and fitness center. Uta Halee’s approach to programming is based on evidence and research into female-specific and trauma-responsive concepts. The least-restrictive model embraces a campus-like milieu that promotes diverse social and educational interactions essential to the competency, development and success of our young women.

ARKANSAS JUVENILE ASSESSMENT & TREATMENT CENTER ALEXANDER, AR

Located on 110 forested acres in Alexander, AR, the Arkansas Juvenile Assessment and Treatment Cen-ter is an Arkansas Division of Youth Services facil-ity operated by Rite of Passage that serves up to 100 male and female at-risk youth. The expansive campus features gender-specific dormitories, on-site accred-ited education, a library, a vocational training pro-gram, chapel, gymnasium and outdoor athletic fields. The program features a strengths-based approach and individualized treatment plans that help guide youth on their path to success. Through evidence-based treatment, academic, vocational, athletic and community service opportunities offered within a normalized and supportive environment, students learn, grow and make positive changes in their lives.

RIDGE VIEW YOUTH SERVICESAURORA, CO

Ridge View Youth Services Center rests on an ex-pansive 238,000 square foot campus comprised of classroom buildings, administrative and counsel-ing offices, an auditorium, gymnasium and locker facilities, kitchen and dining facilities, up-to-date media center, exterior athletic and recreational fields, vocational program facilities, residen-tial halls for students, and the necessary support spaces to provide a self-sustaining environment. Ridge View is operated by Rite of Passage, a na-tional provider of youth rehabilitative and educa-tional programs, in partnership with the Colorado Division of Youth Corrections. The program de-livers trauma-responsive care and evidence-based practices through an innovative Academic Model program. Ridge View has worked to improve the lives of youth families and communities since 2001.

SIERRA RIDGE ACADEMYSAN ANDREAS, CA

Located on 263 acres in the foothills of the Sierra Nevada Mountains, Sierra Ridge Academy is one of Rite of Passage’s family of residential programs, in operation for over a decade, and designed specifically for California youth. Since it was first established in 2000, Sierra Ridge Acad-emy has expanded and evolved and now incorporates evidence-based practices including Cognitive Behavioral Therapy, Aggression Replace-ment Training, Thinking for a Change, Pathways Curriculum and the Positive Achievement Change Tool (PACT) treating issues ranging from Anger Management and Substance Abuse to Family Reunification. In using evidence-based practices, Sierra Ridge Academy is able to for-mulate a prescriptive treatment plan for each youth. Sierra Ridge Vo-cational Training, in areas such as Facility Maintenance, A+ Computer, Horticulture and Culinary Arts, provide youth with viable career path-ways while participation in athletics, including California Interscholastic Federation competition in football, soccer, basketball, wrestling, base-ball, and golf, provide youth with physical conditioning. Sierra Ridge Academy is delivering its new generation of programming within the context of its strengths-based program designed to help resident at-risk youth succeed not only in the program – but within the community.

SILVER OAK ACADEMYKEYMAR, MD

Silver Oak Academy is a residential program licensed by the Maryland Department of Juvenile Services and owned and operated by Rite of Passage, a nationally recognized organization that operates a continuum of youth program-ming in multiple states. Situated on a sprawling 75-acre campus, Silver Oak offers students a normalized high school experience through its community college ambi-ance and expansive athletic fields. Students participate in nine hours of daily programming focused on educa-tion, vocational training, health and wellness, community and family engagement and clinical treatment services.Since beginning operations in 2009, Silver Oak has embraced a strength-based approach that inspires learning, growth and positive change in each young man. The least-restric-tive program model utilizes evidence-based practices, a cognitive behavioral approach and is guided by our mission to improve the lives of youth, families and communities.

LAKE GRANBURY YOUTH SERVICESGRANBURY, TX

Lake Granbury Youth Services Center is a secure residential treatment program owned and operated by Rite of Passage, a nationally recognized organization that operates a continuum of youth programs in multiples states. The facility which supports both male and female youth, features newly renovated classrooms, a gymnasium, and outdoor recreational areas which create a secure environment that promotes learning, growth and positive change. Lake Granbury’s program embraces a strengths-based approach and utilizes the latest research and evidence-based curricula. Youth receive an accredited education, vocational training, health and wellness, and curricula based on restorative justice principles, providing opportunities for them to rehabilitate and reintegrate into the community.

SIERRA SAGE ACADEMYYERINGTON, NV

Sierra Sage Academy is a female-specific residential treatment program that offers young women opportunities to build productive and meaningful futures for themselves and their communities. Owned and operated by Rite of Passage, a nationally recognized organization that operates a continuum of youth programs in multiple states, Sierra Sage is situated on a beautiful campus featuring three living units, and on-site accredited high school, health clinic, gymnasium and library. Sierra Sage’s approach to programming is based on evidence and research into female-specific and trauma-responsive concepts. The least-restrictive model embraces a campus-like milieu, offering students a normalized high school experience that promotes diverse social and educational interactions essential to their competency, development and success.

J. WALTER WOOD, JR. RESIDENTIAL TREATMENT FACILITY MONTGOMERY, AL

Located just outside of Alabama’s capital city, the J. Walter Wood, Jr. Residential Treatment Facil-ity offers a strengths-based, gender-specific treat-ment program for at-risk young women. Oper-ated by Rite of Passage through partnership with the Alabama Department of Youth Services, the program provides a trauma-informed ap-proach to rehabilitative and therapeutic services. The J. Walter Wood program is situated on a beautiful campus featuring living units, state-of-the-art classrooms, a dining hall, gymnasium and outdoor recreation spaces. The safe and car-ing environment provides an ideal space for young women to learn, grow and achieve their goals while building productive and meaning-ful futures for themselves and their communities.

HILLCREST ACADEMYCINCINNATI, OHIO

Hillcrest Academy is a residential treatment program licensed by the Ohio Department of Job and Family Services and operated by Rite of Passage in partner-ship with the Hamilton County Juvenile Court and Probation Department. The 88-acre campus includes twelve living units, a gymnasium, swimming pool, ath-letic fields and an on-site, non-public charter school.Hillcrest serves male youth between the ages of 12 and 18 using an academic program model that embraces a strength-based approach and promotes diverse so-cial and educational interactions essential to the com-petency, development and success of our students. Hillcrest utilizes evidence-based practices, a cognitive behavioral approach and is guided by our mission to improve the lives of youth families and communities.

Exhibit 2

The Bill of RitesWhen, in the course of 35 years, it becomes necessary for one organization, Rite of Pas-sage (ROP), to dissolve the individual procedures and naming conventions which have separated them from one another, and to assume a single set of policies which will entitle every student, and staff to consistent expectations, access to best-practices, and proce-dures which have been proven most effective, it is time for a Bill of Rites.

We hold these truths to be self-evident, that all ROP programs are created equal, that they are endowed by their founders with certain unalienable Rites, that among these are safety, normalized activities, and the pursuit of improving lives.

In truth, these “rites” can be thought of as the “right way” to operate ROP programs, and infuse them with consistent tenets, rituals and traditions that make a Rite of Passage program distinctive from other programs that treat at-risk and/or vulnerable youth.

RITE I. Students have the rite to be encouraged and nurtured, to wake up well-rested, ready to start their days.

For every student's beginning in an ROP program, they will feel welcomed and safe because of the culture of invitation that infuses every program site. During orientation, students are welcomed by their peers, teachers and coaches just like they are welcomed at the start of every day by their staff and peers whom they trust

This practice is grounded in research that demonstrates that youth who feel safe and welcomed give themselves permission to thrive. \Ve foster their growth through waking students at a consistent time each morning. As if they were at home, staff welcome them to the start of the new day with words of encouragement and ready them for a nutritious breakfast before they depart for school-orienting them for the success for the first day of the rest of their lives.

RITE II. Students have the rite to look crisp and professional in every element of our program.

Our students can make positive changes in their lives because ROP programs transform the way they see themselves, from the outside-in. From regular haircuts and personal grooming regimens, to wearing clothes that are clean, crisp and professional, students learn the value of respect, which transforms into a respect for themselves.

\Vhether students wear normative school uniforms or their own clothes, ROP's dress code is intended to mirror students' progression as they increase their social skills, their ability to learn in the classroom and their control over their emotions, thoughts and futures. Clean, quality clothes are outside reminders of their own intrinsic value, and, importantly, a source of pride. The professional attire a student wears translates to self-confidence and the eye contact they make when greeting a visitor, the handshake that becomes second nature and the polite language extended to peers, coaches, teachers and other adults. In other words, the uniform a student wears will be matched in kind to the words he or she uses.

RITE III. Students have the rite to a year-round accredited high school education and the opportunity to earn industry-recognized vocational certificates.

Most students who are enrolled in a ROP school arrive with significant credit deficiencies due to gaps in their educational histories; therefore, ROP not only embraces the three R's (rigor, relevance and relationships), but adds an additional component, Rituals, to our academic program.

ROP focuses on Rituals because for many of our students, it will be the first time that they can celebrate themselves, and the occasion deserves to be marked and remembered. Through Rituals, graduations and vocational certificates are honored as milestones made from molehills. Students learn that Rituals are meant to replicated for a lifetime of success.

By emphasizing academic achievement, the student will hear the notes of Pomp and Circumstance and will feel the weight of a graduate's gown, and the faint- but ever so important- glance of graduation tassels on their cheek as they receive a high school diploma.

RITE IV. Students have a rite to individualized, prescriptive treatment services overseen by qual~fied ROP staff.

Traumatized, addicted and confused: students come to our programs in need of individualized, targeted treatment services to overcome errors in their thoughts and behaviors. As trained, caring role models, ROP staff get to know each student, peeling back the layers of abuse, neglect, violence, loss and loneliness.

Each student works with staff to bring their strengths into the process of healing by understanding themselves and their relationships to their families and communities. As they rebuild their lives, a new \ision comes into focus and future plans are developed consistent with the new skills learned within the treatment program. Bringing a student's life back into focus is our responsibility and their rite.

RITE V. Students have the rite to exercise every day.

There can't be a better way to start the day for our students than to give them the opportunity to transform themselves in mind and body. Anyone who has ever power-walked a mile or run a marathon has felt that empowering journey of becoming. W"ith each step and each breath, subtle changes in brain chemistry produce the so-called "exercise high" while reinforcing work ethic, discipline and the capacity to dream "big:'

Daily aerobic exercise is at the heart of the ROP program, and it is a way for students to form positive relationships with staff while they maintain their physical, mental and emotional health. Students respect staff who "sweat it out with them" - and, if every day is a journey toward wellness, staff become an active part of that journey, motivating students through actions, and not just words. Students learn to trust staff- and to trust the program- which, in tum, helps them to overcome past trauma, hardships and challenges and to become healthy, happy and successful people.

RITE VI. Students have a rite to participate in sanctioned high school athletics and club sports, and to compete wearing their school logo and colors.

Like a letterman's jacket extends beyond the heavy boiled wool and leather sleeves from which it is made, high school athletics and club sports extends beyond the fields and courts upon which they are played. The jacket is a metaphor for the weight of a football in a young man's grasp as he scores the winning touchdown or pride a young woman foels donning a Color Guard uniform.

Sanctioned high school athletics and club sports are, themselves, powerful metaphors for life. For many young people, winning a Robotics National Championship or earning a badge for the Girl or Boy Scouts marks the first time in their lives that they have accomplished something on their own. The act becomes saturated in the memory of the work it took to learn to shoot a three-pointer or to display the school flag in a parade, offering students hope of a better future that they, themselves, can create.

To proudly wear a team uniform is to say that "I have been challenged, and I have succeeded:' It gives our youth hope and pride------respect for themselves and their journey as an athlete, and hope that the metaphor can extend beyond the fields, courts and tracks.

RITE VII. Students have the rite to healthy meals shared with ROP staff

They say that memories that involve taste and smell are the strongest; nothing brings a me1nory of home to mind more than cuisine because it carries distinct details, which are infused with kindness and care.

The delivery of healthy and tasty food is a key component of every Rite of Passage program. Our focus is not _just to fuel the students, but to nurture them through our investment in quality ingredients, capable food service staff and in the creation of a homelike, comforting environment. Staff sit and share every meal with students at every ROP program because the connection between "breaking bread" with someone is as old as language and thought. To share a meal with others is to share a part of their lives, to feed them is to say, without words, that you care.

RITE VIII. Students have the rite to have staff "in the mix" with them every moment of every day.

ROP places an emphasis on interactive supervision where student learning occurs through role modeling and healthy relationships vvith staff This requires that staff and administrators be "in the mix" with students. Through being "in the mix;' we support them as they develop and practice important skills, or as they struggle to avoid crises. In other words, we encourage them simply by being present. Staff can constantly check in with students throughout their days: when they wake up, during the school day, in treatment sessions and in the evening. Staff and administrators who are "in the mix" participate in exercise and recreation with the students and readily celebrate successes at graduation ceremonies, athletic or community service events. Consistent staff are there so youth truly know and trust the adults 'Who 'Wake them, interact ·with them throughout the day, and who put them to bed at night.

To be "in the mix" is to be a part of a student's life-and to be a part of the solid foundation of a supportive, rehabilitative program. And that, more than anything, is what we do.

RITE IX. Students have a rite to a clean, safe and well-maintained place to live which reflects our belief in their future.

ROP campuses are places where students feel welcomed and safe. Every campus building will look freshly painted and its floors will reflect the sunlight like mirrors. \Valls will feature inspirational murals, motivational framed posters and bulletin boards that proudly display the accomplishments students have made and future opportunities such as Passageway Scholarship Fund, applications for universities and community colleges and local career openings. ROP's mission and vision will be on display in a prominent place to remind students and staff of the good work they are doing every day.

Staff, administrators and students will take ownership of their campus-and their school-each acting as stewards to maintain a dean environment that represents achievement through campus beautification projects. Our campuses underscore the core values of Respect, Attitude, Motivation, Spirit (RAMS), embodied in the mascot assigned to each school and academy. Our pride in our facilities extends into our core value that we will not operate a program that ROP staff would not send their own children to.

Through clean, comfortable bedrooms, students will feel safe and will be able to sleep. Through clean classrooms, they will not be distracted, and vvill be able to focus and learn. Through tranquil outdoor campus spaces, students will feel safe enough to lose themselves in a book; through well-maintained sport fields, their private metaphors for success will have a place to learn, prosper and grow.

RITE X. Students have a rite to safe, supervised and structured activities that lead to a good night's sleep.

The evening program at ROP is meant to reinforce what students have learned throughout the day through rituals that continue the development of positive, social skills-whether through Community Meetings, making phone calls to family, watching approved television or other approved "structured recreation'' -students reflect on the achievements and challenges as they approach bedtime.

In Team Meetings with peers and staff, students positively review their day and receive positive feedback from their staff. The Evening program should be followed every night with specific, consistent routines that promote safety, comfort and good personal hygiene practices. By reinforcing healthy hobbies and other positive activities and effective strategies for managing free time, students foster a positive outlook on life. Helping our youth remember the highlights of their daysand their journeys-prepares them not only for the next day, but for the life that mvaits them.

RFP NO: SP‐19‐0054

STATE OF ARKANSAS

REQUEST FOR PROPOSAL

FINAL OFFICIAL PRICE SHEET

Required ServicesPer Juvenile /

Per Day Bed Rate

Minimum Requirements (Section 2, excluding 2.11) $ 7.25 Insurance Coverage (Section 2.9) $ 5.61 Facility Operations and Usage Requirements (Section

3, excluding 3.5, 3.7, 3.8 & 3.9) $ 11.32

Food Services (Section 3.5) $ 12.19 Transportation (Section 3.7) $ 2.33 Pest Control Inspections (Section 3.8) $ 0.24 Standard Maintenance and Repair (Section 3.9) $ 14.51 Safety & Security Requirements (Section 4, excluding

4.13) $ 5.15

Sanitation and Hygiene (Section 4.13) $ 5.78 Education (Section 5, excluding 5.19 and 5.20) $ 1.53 School Library (Section 5.19) $ 0.10 Dormitory Media Center (Section 5.20) $ 0.57 Treatment and Case Management (Section 6) $ 5.97

Medical Treatment (Section 6.16) ‐ Deleted from price sheet

XXXXXXXXXX Staffing (Section 7) $ 162.36

Total Per Juvenile Per Day Bed Rate (within actuarially sound range)

$234.91

Cost Proposal must be submitted separately from the Technical Proposal in a sealed envelope. Any

reference to cost(s) included with the Technical Proposal will result in Offeror's Proposal being rejected.

Actuarially Sound Daily Bed Rate Range: $215.00 to $236.00

All Offerors must submit a bid for each line that is within the Actuarially Sound Bed Rate Range; Bidding outside the Actuarially Sound Bed Rate Range will result in rejection of proposal.

Daily Bed Rate for Harrisburg Juventile Treatment Center, Dermott Juvenile Treatment Center, Lewisville Juvenile Treatment Center and Mansfield

Juvenile Treatment Center - COMBINED

The bed rate shall be the cost proposed to provide the services listed below to a juvenile for one (1)

calendar day . The only RFP services not included in the bed rate are the reimbursable services as

specified in this RFP and referenced links.

Table 1: For Low Cost Determination