When a youth is committed, four treatment phases ensue.
- Assessment and Orientation: Entry phase; a period of identifying problem areas for the resident and observing his or her orientation to the facility; psychological and educational testing are done during this period
- Self-Awareness: Resident is expected to show awareness of the problems created by his or her behavioral choices and actively participate in treatment
- Self-Control: Resident must demonstrate that he or she is able to gain control of negative behaviors, is actively participate in treatment; engaging in more positive behavioral choices; associating with positive peers and acting as a positive role model for others
- Community Reintegration/Preparation: Final stage of preparation for release, during which community supports are identified and a community reintegration (“aftercare”) plan is developed
After a youth is committed, a notification letter is sent to the school superintendent, principal, guidance counselor, and special education director (if applicable). If the student plans to return to public school upon release, the student will begin
educational transition work with Project IMPACT staff at Phase 3.
If the youth was previously expelled, Project IMPACT staff begins the readmission process and prepares the youth for a school board hearing at Phase 4. Then the reintegration process begins with a letter to the school superintendent and an email to the principal and guidance counselor.
Behavior levels are rated daily and each resident has his or her own specific target behaviors. As the resident demonstrates the expected behavior for each level, he or she gains more privileges but also has increasingly greater responsibilities. Moving up a level is determined weekly based on assessment by the resident’s coach and program manager. Children usually go up and down in levels from week to week, depending upon whether they are doing well or having a rough time. This affects the privileges they are allowed and can delay their progress toward phase advancement.
Schools are required to hold a school reintegration team meeting among required team members. Schools also must follow the student reintegration process described below.
School Reintegration Team Meeting
Holding a school reintegration team meeting is required under statute. Title 20-A, Section 1055, 12, declares that the reintegration team is required to:
- share relevant educational information about a student’s academic strengths, areas of need
- identify a system of supports to ensure a smooth transition for the student
- develop a transfer IEP or 504 Plan (if applicable)
The required reintegration team members are:
- Administrator or designee
- Teacher or Student Assistance Team member
- Guidance counselor
- Special education director/504 Coordinator (if applicable)
- Project IMPACT coordinator
Student Reintegration Process
- Project IMPACT aims for reintegration at the beginning of semester, if at all possible.
- Reintegration meeting is held at the school the student will be attending.
- Reintegration meeting generally happens three to four weeks in advance of a student’s start date.
- School is provided with copy of student’s transcript of credits, NWEA scores, and IEP/504 Plan (if applicable) in advance of the meeting.
After Student Returns to School
- Project IMPACT stays in touch with guidance and administration for updates during the first several months.
Student has a Community Reintegration Specialist from Long Creek or Mt. View who stays in frequent touch with student for first 90 days.
- Student comes back to Long Creek or Mt. View for “Aftercare Review” meetings – after 30 days, 60 days, and more, if needed.
- If all is well, student has no further contact with Long Creek or Mt. View; JCCO maintains contact with student until date he or she is officially discharged from the Maine Department of Corrections.
Districts may receive one or more forms from the Maine Department of Corrections.