Report on Correctional Education for a Satellite Based Corrections Training Network [This report has been divided into a number of separate web pages for browser-loading ease. You may view (and select) the contents by section title from the Contents, or click on the "Next" button at the bottom of each page.] Model Programs Local and State Programs These model programs at the local and state level were selected because they are highly effective educational programs. Correctional administrators can become the educators of last resort. They can provide unique programs in correctional settings to a population no one else can reach and deliver those services in a calm, positive setting. The theme here is "It's Never Too Late to Go Straight." The best correctional education programs offer a full range of programming from the very basic literacy skills of the non-reader, pre-GED, GED, high school diplomas with graduation ceremonies, undergraduate and graduate courses that lead to degrees, English as a second language, vocational education leading to certificates, parenting skills, consumer education, survival skills, employability skills, and ...adult basic education. The best programs offer a perk for successfully taking part in the educational program, favorable parole reviews, or payment for attending classes. Some states have mandatory literacy if the inmate tests below a certain level. The instructors may be professional correctional educators, adult basic education instructors, college professors, volunteers or...inmate tutors. The students may be the inmates...but may be the guards and members of the community. Literacy and education programs are crucial if men and women in prison are to be helped toward a productive life - instead of a return trip to prison. As one corrections official said, "We know that for what it takes to keep a man in here, I could send my kid through Harvard. But if we educate that man, turn him into a taxpayer, and keep him from coming back here - isn't that better for everyone?"   Arizona Maricopa County Sheriff's Office Model Local Program Anna May Riddell 602-256-5327 225 West Madison Street Phoenix, AZ 85003 Community literacy volunteers, life skills training, church and community group involvement, ESL instruction.   California Contra Costa County Office of Education Model Local Program Mary Lou Browning 415-646-2201 1000 Ward Street Martinez, CA 94553 Competency-based individualized curriculum, instruction linked to employability, multiple special programs, substance abuse program.   California Hacienda La Puente Unified School District Model Local Program Mary Kernodle Adm of Academics 818-369-2729 Correctional Education Division 1600 Pontenova Avenue Hacienda Heights, CA 91745 Jail libraries, child abuse prevention program, academic, vocational programs, proven economic value of programs.   Colorado Buena Vista Correctional Facility Model State Program John Janett Director of Academic Education 719 395-2404 Box R Buena Vista, CO 81211 Medium Security Prison for Males; 740 students year. Average student age 26 Staff Director, 11 instructors, inmate aides. Behavior management program, individualized instruction, inmate-to inmate literacy tutoring, ABE, GED programs. College Accounting and Electronics, Voc-Ed, Social Ed." This facility encourages in its inmates the development of initiative, motivation, learning, and social responsibility as aids to leaving the criminal mode. The administration and staff make an effort to offer themselves as positive role models. The backbone of the effort is the Group Living Incentive Program, designed to encourage and reinforce positive behavior in all aspects of daily life. In the program, inmates progress through five stages of increasing privileges and rewards depending on their behavior and program accomplishment. Orientation Unit, most restrictive, least privileged surroundings, and is encouraged, with staff assistance and support, to develop a performance plan that includes realistic and attainable goals such as education and changing behavior patterns and attitudes that may have contributed to incarceration. Housed in a single cell with bars (no window)and not allowed free time. When positive changes in behavior, motivation, and attitudes are noted, the inmate goes to next step. Some privileges are granted while continuing with the performance plan and assigned work duties. Outside cell with a door and window, and other privileges. Required to maintain a full-time job or be involved in the academic program, all privileges, keys to his cell. On-site School: Goal is to prepare inmate for re-entry into society. Individualized instruction is the primary learning mode. Students are paid for school participation, and student performance is evaluated regularly and carefully. Classroom teachers maintain close communication with other key staff members, especially the inmate's primary counselor. Curriculum: Offers programs in ABE, reading, math, GED preparation (and monthly exam on site, academic skills,computer education (beginning, intermediate, and advanced levels), self-awareness, and social learning (Marriage & Family and Resident Psychology, focusing primarily on male-female relationships, parenting, family relationships, human emotions, human sexuality, and introduction to transactional analysis; and Social Responsibilities, centering on encouraging student self-reflection, self-awareness, and improved relationships). College accounting and electronics courses (AC and DC theory, circuit analysis, systems and devices, and semiconductor theory) are supplied by the Electronic Technical Institute, a Denver private school, which offers accounting diploma (income taxes, economics, business law, and business management.) The ABE program component is aimed at students functioning below fifth-grade level in basic skills. GED classes are a continuation of the ABE program. Vocational education classes include appliance repair,auto body work, small engine repair (certificate program), barbering (state licensing program), cabinet-making (certificate program), commercial arts, graphic arts, machine shop, printing, and welding. Peer tutoring in literacy program.   Illinois PACE Institute Model Local Program Ben Greer III Director 312-927-1979 PACE Programmed Activities for Correctional Education 2600 South California Avenue Chicago, IL 60608 Extensive assessment, one-on-one instruction, self-paced learning, community volunteers   Kansas State Industrial Reformatory Model State Program Bernard Smith Superintendent 316-662-2321 PO Box 1568 Hutchinson, KS 67504 Maximum Security Prison for Males; 500-600 students year. Average student age 23. Superintendent, Chapter 1 director, 17 classroom teachers, counselor/learning specialist. Computer-assisted instruction, basic skills through college-level programs, vocational training, life skills education Works to develop each inmate's potential by providing an educational/therapeutic environment focused on individual needs. Major program objectives include helping students to achieve functional literacy skills; improve self-esteem and self-image; attain skills and knowledge in reading, writing, math, science, social studies, and functional living; obtain a GED; adjust and adapt to the social environment; and acquire adequate social perception skills. All programs are voluntary, cover the full range from basic skills instruction through college level programs, plus a strong vocational component. The academic program, including the teaching staff, is provided by Hutchinson Community College through a contractual agreement with the Kansas Department of Corrections. The superintendent of education is accountable to HCC's dean of continuing education. The educational program has a cooperative working arrangement with the correctional staff. The good relationship has come about through demonstrable positive results with students; establishment of the conviction that the education program is a necessary, viable, and positive component of the total correctional program; and evidence that the education program does not involve additional security risks. Academic curriculum: Program placement is based on the Stanford Achievement Test, with enrollees assessed monthly. The basic education program provides academic skills instruction for students performing at grade levels 0-5. Students at grade levels 5-7.5 are enrolled in a pre-GED program. GED preparation is available to students with academic skills above the 7.5 grade level. A Chapter 1 program serves eligible students from the basic education, pre-GED, and GED programs. All the programs are conceived as a continuum, with GED completion as the ultimate goal. College-level coursework leading to an associate arts degree is available for eligible students demonstrating adequate academic skills and interest. A new computer lab provides computer-assisted instruction at every level. Vocational Training: A full-time vocational training program covers eleven occupational fields and is jointly provided by the Kansas Department of Corrections and the Central Kansas Area Vocational Technical School. Life Skills Education: Life skills education is an integral part of the program. Two instructors focus exclusively on practical living skills, including consumer education; rights and citizenship; health, safety, and well-being; and jobs and employment. Teachers also incorporate daily living skills into the major academic content areas.   Maryland Correctional Institution (Jessup) Model State Program Suzanne Slagle 301-799-7610 PO Box 549 Jessup, MD, 20794 Medium Security Prison for Males; 520 students year. Average student age 29.8 . Supervisor, senior teacher, 8.5 instructors (certified in content area, vocational trades, adult ed, and special ed), librarian Student incentive programs (pay to attend, time-off sentences, high school graduation), special vocational work, community involvement, inmate tutors. Developed with inmate education and reintegration into society as its major priorities. Operates under Maryland Department of Education, which certifies all its teachers. Philosophy highlights basic skills instruction, acquisition of occupational skills, and personal development, reflecting the statewide correctional system developed through a joint effort of the state-level director of correctional education, supervisors at each institution, and experts in the field of corrections. Relies primarily on the TABE and Woodcock-Johnson Psychoeducational Battery for student assessment. Students are offered incentives for school performance, including pay for attending, time off their sentences, and high school graduation. It is the largest inmate employer in the state. Peer Tutoring Reading Academy: A formal training program in which inmates tutor their peers functioning below the third-grade level in reading. The program is based on the Johns Hopkins University Reading Academy Program, designed to develop basic skills and self-esteem by using ""real-life"" materials for training purposes. The program includes sight-word instruction based on the Fernald method, a directed listening-language experience approach, the neurological impress method, word attack and comprehension skills, and sustained silent reading. Under the supervision of a certified reading teacher, the inmate tutor and learner diagnose learning needs and then formulate a program that includes reading, writing, and (often) math. Experienced tutors assist other inmates learning to be tutors; applicants are carefully screened by the reading instructor. Tutors meet daily to discuss problems and formulate solutions. The experience boosts tutor confidence and self-esteem, confers a sense of ownership of the education program, and enhances tutor relationship skills and status with other inmates. Gas-Station Attendant Program: this voc-ed program for special needs students helps low-functioning students acquire the necessary entry-level skills for positions as gas station attendants. Developed by special ed teacher and auto mechanics instructor. Community Involvement: The local community is involved; Essex Community College provides post-secondary educational services, and an ESL volunteer from the community works regularly with inmate students.   Maryland Correctional Training Center - Hagerstown Model State Program Carolyn Suman Supervisor of Correctional Education 301-791-7200 Route 3, PO Box 3333 Hagerstown, MD 21740 Minimum to Medium Security Prison for Males; 2,500 students year. Average student age 23. Supervisor, 2 assistant principals, 17 instructors (certified in content areas, remedial reading, special ed; many master's degree) 2 librarians, inmate tutors and aides." Individualized instruction, Mandatory 90-day ABE program for in-coming inmates below 6th grade reading level, inmate tutors, pre-vocational and vocational programs. Computer lab. Philosophy highlights basic skills instruction, acquisition of occupational skills, and personal development, reflecting the statewide correctional system developed through a joint effort of the state-level director of correctional education, supervisors at each institution, and experts in the field of corrections. Generally employs individualized instruction to meet students' needs/interests. Work relations between education and security staffs are good, partly because their program components share facilities; contact results in improved communication, case management, and decision-making. ABE: Mandatory for 90 days for incoming inmates who score below the sixth-grade level on reading, but voluntary for inmates with higher achievement test performance. Night school, which focuses on instruction in basic and intermediate level functional skills. Peer Tutoring Reading Academy: A formal training program in which inmates tutor their peers functioning below the third-grade level in reading. The program is based on the Johns Hopkins University Reading Academy Program, designed to develop basic skills and self-esteem by using ""real-life"" materials for training purposes. The program includes sight-word instruction based on the Fernald method, a directed listening-language experience approach, the neurological impress method, word attack and comprehension skills, and sustained silent reading. Under the supervision of a certified reading teacher, the inmate tutor and learner diagnose learning needs and then formulate a program that includes reading, writing, and (often) math. Experienced tutors assist other inmates learning to be tutors; applicants are carefully screened by the reading instructor. Tutors meet daily to discuss problems and formulate solutions. The experience boosts tutor confidence and self-esteem, confers a sense of ownership of the education program, and enhances tutor relationship skills and status with other inmates. Vocational Education: Comprehensive, competency-based and comprised of 12 full-time vocational shops. Applicants are pretested in their areas of interest, reading, and math. Those who fail the pretesting can learn the necessary entry-level skills through a shop preparation course, and shop-related reading and math skills can be improved in a related subjects class. Career guidance assistance is available through a career interest inventory, self-awareness/self-assessment, career exploration, goal-setting/decision-making, values clarification/job values, mock interviews, job application and resumes, interviewing techniques, and community resources/labor market information. Students in the voc-ed program receive 20 hours of instruction in each. Computer lab provides additional remedial instructions for students. A full-time instructor offers individualized help to areas of difficulty.   Maryland Montgomery County Detention Center Model Local Program Grace Haanes-Olsen 301-294-1725 1307 Seven Locks Road Rockville, MD 20854 Model Learning Center. Community volunteer tutors, computer-assisted instruction, ABE, GED, ESL programs, literacy emphasis.   Minnesota Muskegon Correctional Facility Model State Program Bruce Courim Principal 616-773-3201 2400 South Sheridan Road Muskegon, MI 49442 Medium Security Prison for Males; 1000 students year. Average student age 27. Principal, 12 instructors (8 academic and 4 vocational), teacher aides, 2 librarians, inmate aides,volunteer tutors Community living and education facility; inmate involvement in program management, multiple teaching approaches, award-winning student newspaper, library. Life skills application program . Voc-Ed. Committed to helping inmates develop responsibility through involvement in community living and education. Inmates are housed in small buildings where they learn that their individual behaviors and actions affect the larger community. As they live and work together cooperatively, they can learn the new behavior patterns required to live crime-free lives. The education program focuses on helping inmates to acquire basic academic and vocational skills, and to apply these skills to solve real problems and gain self-confidence. The teaching approaches used include one-on-one work, small group instruction, programmed study, formal classes, and guided independent study. The student education group includes inmates responsible for developing and evaluating new educational programs, as well as monitoring the education budget and functioning as a liaison between the professional teaching staff and the students. Curriculum: ABE classes, offered for students reading below the sixth-grade level, are highly individualized and provide intensive remediation work in English, math and reading. GED classes are available in the same academic areas for students reading at or above the seventh-grade level. Muskegon Community College offers an associate's degree program at the facility. Vocation education: The auto mechanics program focuses on large vehicle repair and helps students earn Michigan state mechanic's certificates in eight different automotive areas. Food management classes, which serve as a pre-college introduction to institutional and/or restaurant food service, prepare students in the combined areas of food preparation and baking. Students can also learn entry-level skills in studio videotape production. Master gardening classes are designed to teach students entry level skills in the horticulture industry. Skills Application Program: Basically a life-role competency program, offering coursework in dozens of areas including sexual responsibility, vocabulary building, financial survival, practical math, small business, health and nutrition, and job-seeking skills. Classes are taught by the facility's staff, outside professionals, and qualified prisoners. Library: On-campus houses general reading materials, periodicals, trade journals, and law books. Students are encouraged to work on their legal problems while incarcerated. Student newspaper: The Factor, is a collection of news, editorials, poetry, original art, and photographs, and has won numerous national awards.   Mississippi Hampden County Jail and House of Correction Model Local Program William R. Toller 413-781-1560 Assistant Deputy Superintendent 79 York Street Springfield, MS 01105 Community-based program, extensive assessment, counseling programs, basic skills through GED.   New York Mt. McGregor Correctional Facility Model State Program David Campbell 518-587-3960 PO Box 2071 Wilton, NY 12866-0966 Medium Security Prison for Males; 956 students year. Average student age 29. 4 supervisors, 11 voc-ed instructors, 2 ABE instructors, 2 GED instructors, pre-GED instructor, 2 instructors in commercial subjects, ESL instructor, 2 evening part-time GED and ESL instructors, inmate tutors, a few outside tutors. Inmate involvement in program, inmate tutors, modular curriculum, mandatory substance abuse program. College Associates Degrees. Originated with an all-volunteer program, with resources drawn from community agencies including VISTA and LVA, and developed into a comprehensive staff-based education program in which teachers are fully integrated staff members of the institution, responsible not only for education but also for security and for providing a stable environment. The education program, which encourages innovation within a strong framework, prioritizes inmate involvement from initial diagnosis of learning strengths and needs to instructional planning and progress monitoring. Inmates are encouraged to develop responsibility, self-direction, and independence. Students can earn certificates and diplomas. Testing: TABE, California Achievement Tests and GED tests are used for assessments; LVA tutors use their own assessments. Curriculum: The Adult Functional Competencies comprises 80 topics, which are examined from five sequential viewpoints; personal (decision-making, self-expression, and functioning in the facility), occupational, family, home, and social awareness. Basic skills instruction in reading, writing, and math is embedded in the total curriculum. Associates' degrees in liberal arts and business management are offered through the Junior College of Albany. Substance Abuse Program: focuses on enhancing life management skills and self-esteem, is directed by the senior counselor and managed by inmates, prison staff, and community resource people. The rehabilitation program - full time and live-in - is mandatory for 90 days after that, participation is voluntary. Treatment formats include information seminars, counseling, and discussion sessions on topics including the pharmacology of addiction, family relations, and religion. Classroom teachers integrate substance abuse treatment issues into classroom instruction as appropriate. Has strong linkages with half-way houses across the state to support inmate re-entry into the community. Volunteer Tutor Program: Directed by a teacher/coordinator and two inmate office interns, works to advance inmates' literacy skills to the fifth-grade reading level and to develop inmates' attitudes and competencies to a level necessary for success in the formal education program. Most of the volunteer tutors are inmates, although there are a few volunteers from the community. All volunteers are formally trained in the LVA method. The program's success is due to two factors: inmates' willingness to accept help from other inmates, and the gains in self-esteem among inmate tutors.   Ohio Lebanon Correctional Institution Model State Program Dr. Bobby Rice Regional Educational Administrator 513-932-1211 PO Box 56 Lebanon, OH 45036 Close Security Prison for Males; 2,000 students year. Average student age 29. Director, 2 administrative staff, 26 instructors (certified in ele ed, adult ed, reading, special, ed, 5 support staff, 2 librarians Community involvement, individualized programs, life skills curriculum, comprehensive staff development program. Voc-Ed. College course from Wilmington College. Aims at meeting diverse inmate skills and needs, enhancing inmates' self-esteem and self-image, promoting the functional living and social skills necessary for successful re-entry into society, and developing positive attitudes among inmates. To those ends, LCI provides a comprehensive curriculum that includes ABE, college programming leading to an associate's degree, vocational education, and life skills training. Students, are paid to attend school and may attend high school full-time and earn a diploma, or may earn vocational certificates. Positive school performance can earn time off sentence. Incoming inmates who test below the sixth-grade reading level are compelled by state law to attend school and literacy services for 90 days. LCI relies primarily on the TABE for educational assessment. Community Support: A major community support is supplied by Wilmington College, a fully accredited four-year Quaker school committed to social service. For 20 years, Wilmington has provided college courses to LCI. It has also developed several special programs pertinent to the needs of inmates, including Project Enterprise and Project Talents. Project Enterprise is a functional life skills program focused on transitional and employability skills which operates from the premise that a dysfunctional behavior patterns and life-styles necessitate significant change before prison release. I Project Talents, inmates can earn associates' degrees in industrial technology, business administration, social sciences, and computer science. Additional community involvement and support are provided by local industry and businesses, whose representatives serve as advisors and act as guest lectures. A local newspaper develops and supplies materials to be used by inmate tutors. Adult Performance Level Program: a life skills curriculum comprising basic functional and daily living skills critical for survival in a socially acceptable manner. The major program focus is the integration of academic and survival skills. Vocational Education: Provides classes in auto mechanics, food preparation, graphic arts, welding, building maintenance, and data processing. Staff Relationships: Relationships between education and prison staff are good, due at least in part to a comprehensive professional development program. College credit courses in criminal justice are offered on site by Wilmington College at no tuition for all staff member, with particular stress placed on recruiting treatment and security staff for the courses. The program enhances staff understanding and respect, and provides opportunities for promotions. Wilmington also provides training and resources in areas including supervision and public relations. Computer literacy classes have also been made available to the staff. Another factor contributing to good relationships is a strong liaison effort by the educational staff.   Ohio MonDay Community Correctional Institution Model Local Program Anderson P. Richardson 513-262-3335 1617 South Gettysburg Avenue Dayton, OH 45408 Community involvement, individual counselors assigned, inmate involvement in treatment plan, staff development program.   Oklahoma Prison Literacy Project Model State Program Ed Stolz 405-425-2867 3400 Martin Luther King Blvd. Oklahoma City, OK 73136 Minimum to Maximum Security Prison for Males; 100 students year. Average student age late 20s. Numerous inmate tutors and a few professionals as consultants. Created in 1986 because of concern of the Oklahoma Department of Corrections about the problem of illiteracy within its state-wide correctional community. A Literacy Task Force was formed to study the inmate population's literacy needs, and to determine the best way to meet those needs; it recommended the development of a statewide literacy effort including all correctional facilities. The Department of Corrections, Education and Libraries, and literacy volunteers throughout the state, then initiated the Oklahoma prison Literacy Project entitled "Oklahoma...Do you READ me?" Key members from the involved organizations developed a master plan to install a Laubach training team in each correctional center to provide initial literacy training workshops, to develop a basic library of materials, and to select a small number of committee corrections staff members in each facility to act as an on-going training team. The Department of Education furnished funds for the purchase of literacy workbooks and materials, and enlisted the school principal at each institution as a literacy director. The department of Libraries furnished basic start-up packets for each facility, recruited literacy volunteers, provided an honorarium for each participating trainer, and paid trainer travel expenses. Members of 15 local literacy councils volunteered their time. Proposals for funds were approved and project implementation was begun in 9/87 with the first of 13 two-day workshops to train volunteer tutors. During the next 45 days, the Department of Corrections Literacy Coordinator trained almost 200 volunteer tutors (both correctional staff and inmates), and supervised program implementation in numerous facilities. Correctional staff members were trained to support the programs following the initial workshops. 80 students signed up. Oklahoma inmates have been provided with two significant incentives to participate in the literacy program. The Pardon and Parole Board proclaimed its full support of the effort and acknowledged that inmate program participation would weigh favorably for parole. Governor Henry Bellman issued numerous statements in support of the program, and declared that inmate participation would be an important variable on parole application. Two TV documentaries were made highlighting tutors and learners at work and an interview with a literacy supervisor. Other press coverage was full. The State Legislature adopted a resolution supporting the Project. The Project was the winner of the 1988 national Laubach Literacy Action Award.   Pennsylvania Prison Literacy Project Model Local Program Mitch Blatstein Co-Director 215-234-3494; 215-576-1096 4101 Kelly Drive Philadelphia, PA, 19129 Book: Inside Out: Writings from the Prison Literacy Project, for incarcerated new readers, poems, stories, essays. Available September, 1991. Fifty volunteers to prisons Graterford Prison 10/15 ALSS program, Robert Morris College- Encore. Community Involvement, Volunteer literacy tutors,inmate tutors, inmate managers. adopt/own/run. committed to see through. Inmate written beginning reader, ready September. Sending packet and Encore film. Laubach method, in-mates work with in-mates.6 month contract with inmates and volunteers. Thirty -minute, broadcast-quality video documentary Emmy nominated. Entitled The Prison Literacy Project, used for fund raising, educational, and recruitment tool for community groups, prisons, literacy organizations, and other interested parties. First segment illuminates the invisibility and implications of illiteracy, as the camera moves from the streets and courtrooms of Philadelphia to Graterford prison. 2. Attempts to break down stereotypes, to humanize the prison and its inmates, and to depict the realities of prison life and illiteracy. Interviews with PLP managers, tutors, and students document the impact of the project. Third phase completes the journey from prison back to the community . It creates an awareness of the PLP vision that individuals inside and outside prison are members of the same community. Problem: Simple functions such as reading a street sign, a job application, a menu or shopping list, a child's story are not within the grasp of an illiterate person. Consequently many illiterates resort to frustrating life of crime. At two PA prisons, student-tutor pairs work on a one-to-one basis in learning to read and write. Prison residents and volunteers are trained to tutor; students are interviewed, tested, and matched with tutors. Management of the project is carried out jointly by a team of prison residents in partnership with a team of outside community volunteers. Co-management - internal and external.   Pennsylvania State Correctional Institution Model State Program Huntingdon Prison Literacy Project Geoff Lucas 814-643-6520; 814-643-2400 Drawer R Huntingdon, PA 16652 Maximum Security Prison for Males; 60 students year. Average student age late 20s. 100 inmate tutors, a few non-inmate consultants. Inmate manager, inmate volunteers. Uses video: KET GED for 8-12, Mid range - Cambridge On Your Own 4-7, books good, video too short (5 min), math too tough; 0-4 KET Learn to read with newspaper supplement. Not using Another Page or Around the Corner (KET.) Likes New Readers Press Teacher to Teacher uses with inmate tutors. Likes LVA Small group tutoring. Also PA State Helping adults learn 5 tapes by PA Learning Res Ctr. 717-783-9192. Likes PACE materials too Business of Effective Speaking - KET - uses this, Another page (one PA prison is using), Around the corner (one PA prison is using)." This successful inmate-managed Laubach literacy program was made possible by inmate volunteerism and small grants. Inmates prioritized six areas: organization dynamics, selection and training of tutors, student/tutor interpersonal relationships, maintaining tutor interest, selection and use of supplementary materials, and learning problems. A staff development program was put together; it incorporated six tutor-training workshops on the prioritized topics, findings from in-house research conducted by both professional staff and inmates, a casebook of related readings and resources, and audio tapes depicting workshop activities. A Penn State Adult Education professor assisted with the initial planning and program development. Later, the Project obtained from state-level literacy councils two additional grants that provided for the purchase of supplemental materials, incorporation of ESL, language experience training, sight word and phonics instruction, and additional literacy tutor workshops. Eventually, a part-time ESL instructor was obtained with another grant. A Spanish-speaking inmate translates literacy materials into Spanish for appropriate students. The project more than doubled its number of tutoring hours from 1986 to 1987. Inmate Council: The Project works to involve inmates with their own community, and help them gain an increased sense of control and autonomy. Besides responding to inmates' literacy needs, it has developed a constitution, by laws, quarterly newsletter, softball team, and successful fund raising activities, both within the institution and from external sources. Particular success in raising funds from inmates for the purchase of student books.   Pennsylvania Philadelphia Prisons Correctional Professional Services Model Local Program Elsa Yolas Legesse 215-335-8200 8201 State Road Philadelphia, PA 19136 Self-paced learning, volunteer literacy tutoring program, community involvement, basic skills through college programs.   Virginia Petersburg Federal Correctional Institution Model State Program Calvin Jacobs Supervisor of Eduction 804-733-7881 Petersburg, VA 23802 Minimum to Maximum Security Prison for Males; 200 students year. Average student age early 30s. Supervisor, 6 voc-ed instructors, 7 academic instructors, 5 recreation instructors. ABE and vocational programs, pre-release program coordination and good relationships among staff, utilization of community resources. Uses videotapes, social education component. Emphasizes a comprehensive, integrated approach to teaching the basic academic, functional living, and vocational skills necessary for reintegration into society. The program is noted for its coordination between education and prison staffs, good relationships among teachers, pre-release and social education programs, and strong community support. The positive staff relations are attributed to the fact that most education staff members have previous prison work experience other than correctional education, and are therefore able to understand the overall prison operation, appreciate security issues, and deal well with inmates. Staff coordination is further enhanced by the rotation of the job of institution duty officer among administrative prison staff which enhances the total perspective of staff members. ABE: Program serves as the springboard for the other academic, vocational, and social program components. The main program priority is for each student to attain an eighth-grade reading level. Survival reading, written language, and math skills are emphasized. Remedial work, when necessary, is offered via a computer-assisted, self-paced training program. A reading instructor provides literacy services using Steck-Vaughn and PACE Learning Systems materials. Vocational training/apprenticeships: Has one of the most extensive vocational programs in the federal prison system. Inmates can receive training in auto mechanics, auto body repair, masonry, welding, and machine shopwork. Apprenticeships are available in print shop operations, paint shop, welding, machine trades, auto body repair, electrical maintenance, and electrical quality assurance. Pre-release Program: A mandatory pre-release program, which begins a full six months before release, uses a combination of coursework, videotapes, counseling, and guest lecture to build self-confidence, readjust attitudes, and teach basic survival skills. A social education component helps inmates develop basic functional living skills in areas including household management, consumer education, and income tax preparation. Community resources: The program uses multiple community resources, obtained primarily through the professional networks of the staff. Among those are films from the VA Department of Education film library, free staff training and the provision of a rotating stock of materials made available by a local library, the donation of thousands of books by the VA Commonwealth University, post-secondary training provided by John Tyler Community College, volunteer instructors who assist with recreation programs and teach courses in black history, and vocational program evaluation provided by apprenticeship and vocational training advisory boards.   Washington Corrections Center Garrett Heyns Education Center Model State Program Richard Morgan Education Director 206-426-4433 PO Box 900 Shelton, WA 98584 Medium Security Prison for Males; 650 students year. Average student age 22 . Director, assistant director, 21 instructors, librarian, counselor. Library Facilities, self-instructional materials, basic skills to higher education programs, media center. Grants 3 college certificate degrees. Operates under an interagency agreement between the Washington State Department of Corrections and Community College District 12, which employes the center's faculty and staff and it is a branch campus of Centralia College and adheres to Centralia's requirements and standards, accredited by the Northwest Association of Secondary and Higher Education Schools. Centralia provides a professional development program for the Center's staff. Emphasis on education and developing academic, survival, social skills, through comprehensive programs offered in a range of types and levels. The education director meets with inmates to discuss school issues and problems. Curriculum: Basic skills, high school diploma/GED preparation, and vocational education. The high school program offers coursework in language arts, math, history, social studies, and physical science. Vocational classes are offered in auto body work, auto mechanics, barbering, blueprint reading, clerk typist certificate, cooking, custodial skills, drafting technology, landscape horticulture, machine technology, meatcutting, and welding technology. College transfer/associate degree programs are offered in anthropology, art, foreign languages, health, humanities, language arts/English, math, psychology, science, social studies speech, and zoology. Center grants three degrees: associate in arts, associate in technical arts, and associate in general education - all are transferable to other accredited institutions. Graduate ceremonies are held on campus. A certified special education teacher manages a program for developmentally disabled inmates. Has a comprehensive media center with AV materials for staff and students on topics of auto mechanics, carpentry, psychology, and career planning. Self-instructional materials are available in English, grammar, study skills, critical thinking, foreign languages, and consumer education. Library with inter-library loan agreement with the state library system. Counseling services for academic concerns and career and life planning.