http://www.wiredbrain.net/ VOLUSIA COUNTY SHERIFF'S OFFICE BOOT CAMP (VCSOBC) 12-Week Educational Course Overview - Draft #1 April 1994 by Mary Anne Watkins, Boot Camp Teacher (904) 428-9609 INTRODUCTION Juvenile offenders assigned to the VCSOBC generally serve 120 days. For about 15 weeks of this time they attend the boot camp school provided on site by Volusia District Schools. This overview roughly outlines 12 weeks of school allowing flexibility for individual differences, special events, and other unforseen circumstances. This overview addresses a class of 15 or fewer students assigned to only one teacher throughout their terms at the boot camp. The following draft is based on review of literature on juvenile justice. Ideas expressed are based on firm quantitative findings. APPROACH The educational approach is an integrated curriculum using hands-on projects, student portfolios, teacher and peer tutoring, a sequential writing program, discussions of social, life and career skills, guest speakers, and individualized computer assisted learning. GOALS The idea of a boot camp is resocialization. The juvenile offenders are not properly socialized for a variety of reasons including abuse, neglect, and inappropriate or poor parenting. They often learn bad habits through identification with criminal gangs, thus learning antisocial behavior on the streets. LEVEL I - WEEKS 1-4 The first goal of a boot camp for young offenders is to provide a completely new and different environment. Isolation and separation are necessary ingredients and are the first steps. Clear, rigid, external rules create habits of discipline and order. Since offenders have not learned adequate social behavior, they are treated strictly with no room for discussion. Only after they have repeated this regimented discipline for some time can they move towards gaining self-control. In-class activities should match one-to-one the efforts of the drill instructor (DI). The DI is their distinct authority figure. As in drill, the educational skill-building phase requires repetitive instruction of basic skills. To teach reading the teacher uses a rigid well-established phonics method with clearly defined behavioral objectives. Numerous studies identify illiteracy as a major causative factor in delinquency and a significant correlate of recidivism. Forty-five hours of intensive phonics works. Offenders can learn to read. They should become proficient in addition, subtraction, multiplication, and division. Success and failure in these areas should have the same rewards and punishments as in basic drill instruction. Students will be tested for learning disabilities. LEVEL II - WEEKS 5-8 The second section of education involves learning self- control through behavior modification techniques and tokens or points for success. Students move toward more complex and higher-level thinking skills. In language this consists of fluently reading one's own writing. To accomplish this, students learn penmanship and also typing using a word processing program. They should produce grammatically correct short stories and reports. Students learn English grammar and punctuation through sentence building and writing practice. In mathematics this consists of measuring heights, weights, distances, areas, volume, and time. Other activities are approximation, fractions, maps, graphs, observation, simple experiments, and lab reports. Learning is integrated with hands-on experiences with plants, fish, and dogs. Students produce reports on plants, fish, and dogs using mathematical concepts and basic language skills. For example, how many repetitions does it take to teach a particular dog a particular skill such as jumping over a barrier? Next students compare the dogs, determine averages, hone the technique. Does the training improve with rewards? Data analysis can include hand and computer generated charts and tables. This second stage adds elementary social and life skills training. Development of this segment depends on which program is adopted. The first skill will, however, consist of reflective listening. Here students learn to listen and repeat what they hear in their own words. Etiquette is an essential aspect of social learning. Students learn polite conversation and table manners and learn to say please, thank-you, excuse me, may I, after you and so forth. Through life in the boot camp and school, students learn personal hygiene and grooming, housekeeping, healthy eating habits and nutrition. The boot camp environment demonstrates the nature and importance of rules and the rule of law. LEVEL III - WEEKS 9-12 Since Level III requires interaction, group participation, and acceptable social skills, students must be proficient in Level II skills before moving to Level III. Progression from level to level of schooling should coordinate with progression from color to color of caps. At this level detachments of about five students each are formed. Given a set of progressive tasks, first instructions are explicit and well-defined. Then instructions become more complicated and require more collective decision-making and judgment. For example, directions on how to teach dogs to heel or stay are exact. Directions on how to teach a dog to hunt and find are less exact and require group research, experimentation, and initiative. Here language skills expand through use of new vocabulary, dictionaries, indexes, dog books, and dog stories. Writing group reports utilizes language, math, and science skills. Students demonstrate constructive group behavior, a necessary aspect of becoming a productive employee and member of society. This includes taking and following instructions, working with others, giving instructions, taking initiative, giving clear and honest reports, taking responsibility, correcting errors, and providing high-quality goods and services. CONCLUSION This process is based on organic theory. Behavior is normally set within channels. Channel width ranges from narrow to wide. Emotional, compulsive, instinctive behavior is normally channeled or programmed in early childhood. When this is done improperly or not at all, behavior becomes out of control. The person himself does not know what he will do next. Others cannot accurately predict his actions. The first job of a boot camp is to dig a channel which is narrow and deep with high walls all around it. People need to know limits. Then the channel can become broader and more of a guide than a restriction. During the second stage, people learn to behave as responsible members of groups. Small stable groups build dynamics. Particularly among adolescents, peer group attachment is a powerful tool. Skillfully structured exercises can mobilize these social forces. Soldiers fight and die for their platoons. Lives depend upon strength of the group. In a boot camp recruits are responsible for the behavior of all members of their platoon. They learn to take responsibility and help each other. In groups people develop empathy and learn how to be civilized members of society. Thinking skills come last but are undoubtedly necessary. Juvenile offenders do not think themselves into their trouble and cannot think their way out. Once an emotional and social base is established, however, they can reason and judge more rationally. There are various tests of this objective of rational thinking such as having realistic career goals and understanding the consequences of behavior. Thinking within socially acceptable limits helps youth avoid criminal activities, gangs, drugs, and alcohol. Good social skills enable youth to select friends wisely and stabilize relationships with parents or caregivers. Long-term results of the program must be carefully measured to see how well and for how long the above goals are achieved. Objectives and lesson plans will be developed once the overall plan is reviewed, revised, and approved. Currently, materials are being located and examined for their suitability for this program. The Association for Direct Instruction, Eugene, Oregon, has materials designed for juvenile offenders. The WICAT tutorial computer will be used. References Bartollas, C. (1985). Juvenile Delinquency. New York: John Wiley. Braukmann, C. J. & M. M. Wolf (1987). Behaviorally Based Group Homes for Juvenile Offenders. In: E.K. Morris & C.J. Braukmann (Eds.). Behavioral Approaches to Crime and Delinquency. New York: Plenum Press. Brunner, Michael S. (1993, January). Reduced Recidivism and Increased Employment Opportunity Through Research-Based Reading Instruction. Washington, DC: Department of Justice, Office of Juvenile Justice and Delinquency Prevention. Gable, R. J. (1986). Social Competence. Coping Skills and Youth Crime: A Pragmatic and Theory-Based Approach. In: S. J. Apter & A. P. Goldstein (Eds.). Youth Violence, Program and Prospects. New York: Pergamon Press. McFall, R. M. & K. A. Dodge (1982). Self-management and Interpersonal Skills Learning. In: P. Karoly & F.H. Kanfer (Eds.). Self-management and Behavior Change. New York: Pergamon Press. Paine, C., & G.T. Bellamy & B. Wilcox (Eds.) (1984). Human Services That Work. Baltimore: Brookes. Rutter, M. & H. Giller (1983). Juvenile Delinquency, Trends and Perspectives. Harmondsworth: Penguin Books. Pflaump@wiredbrain.com TO: RE: Mary Anne Watkins 225 Robinson Road New Smyrna Beach FL 32169 (904) 428-9609 May 8, 1994 U.S. DEPARTMENT OF EDUCATION OFFICE OF EDUCATIONAL RESEARCH AND IMPROVEMENT Sharon P. Robinson Assistant Secretary for Educational Research and Improvement Technology Education Program - Teacher Networking Project ATTENTION: Beverly Coleman or Adria White 555 New Jersey Avenue, N.W., Room 502 Washington, D.C. 20208-5644 RE: 4000-01P DEPARTMENT OF EDUCATION Fund for Innovation in Education (FIE): Technology Education Program--Teacher Networking Project Notice inviting applications for new awards for Fiscal Year 1994. PURPOSE OF PROGRAM: Development and testings of teacher networks for public and private elementary and secondary school students and for related teacher training programs for public and private school teachers. Telecommunications means the full range of technologies possible for educational instruction. The U.S. Department of Justice, Office of Juvenile Justice and Delinquency Prevention supports programs in literacy and social skills to reduce recidivism. Teachers are not adequately trained in areas of teaching phonics, grammar, and social skills. Illiteracy and lack of social skills are principal identified factors contributing to criminal behavior. A network can provide information about targeted specific diagnostic and treatment materials suited to particular types of youth. Research shows there is no panacea but that certain approaches work especially well with certain types of students. Networking allows the flexibility to have programs that target individuals. Alternative education includes a wide variety of students in a wide variety of situations. An electronic network can pick up a teacher where he/she is and move him/her along. It can also provide an important communications medium for teachers working in difficult situations. Numbers of students in alternative education programs are increasing. Our local public school system has many alternative education programs and many special education programs. Alternative education programs include dropout prevention, teenage parents, detention center, boot camp, halfway houses, and night school. These programs tend to have a number of isolated centers. Staff includes regular teachers, special education teachers, guidance counselors, social workers, aides, clerks, correctional and halfway house personnel. Common factors contributing to the rapid expansion of students in alternative education include teen pregnancy, crime and violence, decline of need for unskilled workers, breakdown of the family, and failure of traditional education to meet contemporary needs. Almost all of the increase in expense for public education relates to children with special needs. The Americans With Disabilities Act (PL-94-142) supports identification of students with learning and emotional problems. CONCEPT: Because this is a new and growing segment of schooling, there is great need for teacher professional development using electronic networks. Through networking, alternative education professional staff access resources and communicate with each other. Alternative education has a high concentration of students from low income families. Often students are deficient in basic reading skills and lack social skills. This project trains teachers to help learning challenged students to participate in electronic network activities. The goal is to link centers with a variety of resources through an electronic network. Would you please send a grant application package applicable to development of this concept? Sincerely, Mary Anne Watkins, M.Ed. On-line instruction using existing technology can individualize and upgrade education and training for life. Learning should be a smooth process. The current paper process - written tests and quiz - effect the process of learning in very basic ways. Current paper tests create a set of separate steps, often not related, students learn and forget. Each activity does not flow into a smooth cumulative learning process. Learning is separated from doing, thinking from action. On-line systems can be continuous and flexible. In alternative and correctional programs the students are a vast variety. Instruction must be individualized. The on-line process could be a socially cogent as well as a superior private tutor. A paper from Goals 2000, last updated 4/26/94, TECHNOLOGY: TOOLS FOR TRANSFORMING TEACHING AND LEARNING; A BACKGROUND PAPER FOR THE GOALS 2000: SATELLITE TOWN MEETING, OCTOBER 19, 1993 says; "Communities and schools that have met the most success in their use of technology have done so when they made sure that it was used to improve the way the entire school works -- from the way that parents and teachers interact, to the way that student attendance and performance information is collected and used, to the way children work and learn together." The study goes on to give many good examples of how networks, BBS, and inactive systems can improve instruction by basic changes in methods. Using a BBS-type system individuals and groups have reading to summarize and report. Individuals can take comprehension quiz when they are ready. They can learn about their weak points and take it again. They have projects in process and journal and portfolios to complete. These work products are always on-line. It is like the real world. Word processing, numerical analysis, charts and diagrams make up a continuous process. The use of written words become critical to communications. The assignments on line can be changed and adjusted, the work is attached and can be improved. The teacher comments and grades in a more interactive mode. The interactive process is on going. The student file reports. The Teacher reviews drafts and make suggestions. The student revises and discusses the comments. Other students help or take on part of the work. The work is not printed until the end. It is work in process. If a quiz or report is missed, it can be added or done again. We all learn by doing something more than once. Giving and taking advice and criticism is critical to growth. School has an artificial process of doing something, getting a grade and moving on. In most organizations work has to be done right. If it's not good enough you have to do it again until it is up to standard. Teacher comments are often not very useful. What works is repetition until each step is completed. Continuous processing is easier using an interactive system rather than batch processing. The classwork becomes part of a complete process of learning to do things right. On-line learning could help teachers and students become more deeply involved with thinking and doing. The quality of the relationships can be higher and the quality of outcomes raised to allow more students to become functional members of society. Method: Using existing technology and training materials in Phonics, social skills, and math (science) develops and tests a user friendly network (BBS) for staffs of correctional institutions, drug rehab programs, dropout prevention programs, teen-mothers, high risk youth - (in literacy, social skills, conflicts resolution, job skills). The new boot camps would be good sites. The use of networks will (or is) be common in the business world. I would like a HOMEPAGE (NETSCAPE) classroom that looks and feels like a real network. People share work, edit and add pictures, dat and charts or hyper links, sound et al. It should feel like MS-Office or Novell's Perfect Office on line to registered (password) students and teachers. I wrote on July 12th 1994 about E-mail and BBS systems ( one year ago) and how the world has changed in this one year. Now we are on the WWW web browsers and a HOMEPAGE hypertext systems with our own PPP node. The INTERNET universality is an order of magnitude bigger (10:1) than last year and will double in the next four months. If you are not in touch you are out of touch with the most important educational event since moving type and printing. Sure, people said that about radio, movies, T.V., (which may have become more important than formal education, but institutions were unable to make the structural and emotional changes to use these new technologies and they didn't have to share a market with those who did. ) This time the new technology is a powerful consumer product not controlled by the state monopolies and bureaucries. Its a multi-billion dollar business and education will be a by-product of the main entertainment, communication, information business. Are public schools and colleges ready to take on MICROSOFT, Intel, At&T, Bells, Cable companies, other community colleges as well as 3000 public and state institutions in this country and equal numbers from South Africa to Singapore. These new economic forces will get political support for grants, vouchers and charter schools. The state institutions will have to share the subsidy and the student will have more freedom of choice. Issue involve in-state and out-of-state fees, certification, and transfer of state supports and student aid. Place bound systems will soon feel the heat of open competitive pressure of global un-bound enterprises. The market is the (English speaking) world but if we don't others will, there is real competition, state institutions know little about open markets. The utilities, telephone and cable will be offering NET-SCAPE services within the year and within four years the greatness revolution in communications and information systems will be in place. The train has left the station, the plane is off the ground, you can stand and wave goodby or you can clamber aboard. The only way to learn is by doing, not studies, not plans, not committees, not consultants, but hands on doing and now, because other are not waiting. This is what I said, loud and clear, last year. It's going to happen what ever you or I think of it. Candle makers didn't think much of Edison, or blacksmiths of Henry Ford. Educational institutions using 18th century technology, using their geographic franchise, are no longer free of international competition. Now that has to be a big change. The best teachers can work for anyone anywhere. A new cottage industry. After all it's the students and teachers that count - the administrative system is there to support education, students, learning and keeping up to date. This absolutely is a world in rapid change. Our students will have to live in a new world. Are we preparing them for the real world and the future or are we turning our backs on the most important change of our time? Often people know its not working but don't feel they have a choice - well now they do. Are the schools and colleges going to be "surprised" like the American motor industry was by a superior product. The class can be offered by anyone anywhere: to anyone anywhere, the quality of the product will matter as it never has in history of classroom teaching. Everyone is paid the same, interchangeable factory parts doing the same classes as everyone else. That world is over. Date : July 12, 1995 , DRAFT II From : Dr. Peter E. Pflaum, West Campus To : Dr. Frank Wetta, Dean of Arts and Sciences cc: Mr. Roger Everett, Academic Coordinator West Campus Dr. William McCullum, Head Social Sciences Mr. Stephen Kintner, VoVo BBS Volusia County Dr. Philip Day Jr., President Dr. Will, Vice-President Academic Affairs Mr. Ed Crowley, Academic Computing Dr. Beverly Grissom Dean West Campus Mr. David Gross , Computer Lab Ms. Quarles, Mr. Middaugh, Ms. Kim Belden, Dean Jeanne Fields and whom it may concern. RE: Sociology/ Social Science on WWW: I got an AOL message from Dr. Stephen Eskow, EUNsteve who said he knew Dr. Day. Attached a letter from EUNsteve (AOL) Proposal "On-line Classes in Social Sciences" Thank you for your approval of an demonstration held at the West Campus of NETSCAPE. The HOMEPAGE systems are mostly up and running. The format will be influenced by how students us it. Will there be any announcement of a WWW social science class in the Fall? We can have students from around the world. There maybe special needs students who could benefit from at home classes. The HOMEPAGE services cost about $600 for the first class (includes hardware, software, hook-up fees and editorial work on several home pages that set up the classroom. The second class would be $300 (15 weeks classes), all the rest at $150. The teacher should get at least $1200 a class plus something for getting workbook materials on a FTP files. I work with groups that look up instructions for the activities. They have up to 15 hands-on active learning experiences. It's like lab reports. Remember I use a point system, (so many points for the grade) a portfolios and journals for presentations ( few if any tests - of course multi-choice test are easy but not very useful). Another plan would be to split all income 60/40 (The instructor gets 60% but I cover all the communications cost) No classroom, no utilities, no parking, just sign in (on a home page we provide for registration ) pay your fee and get your grades and transcripts (which we E-mail). What is different about the class is the active participation learning style that suits the INTERNET. Student will need AOL or other service (netcom, prodigy, NETSCAPE PPP, CompuServe, etc) There are now thousands of on ramps and web browsers. ************************************************