EVOC 518, WR4
System for Classroom Management
Substance Abuse Treatment and Recovery (STAR)
What is STAR all about?
The STAR program is a
1. To provide computer-assisted literacy instruction
2. To provide substance abuse education leading to
employment, self-sufficiency and parole success.
What benefits does one
gain from STAR:
What will students learn
in STAR?
1.
The definition of
the disease concept of addiction.
2. The ability to identify which stage of addiction
matches personal alcohol/drug use.
3.
The ability to
apply the definition of "denial" to his/her personal experience.
4. The ability to describe the function of anger and
identify physical and interpersonal costs and rewards for expressing anger.
5. To distinguish between healthy and unhealthy
relationships by providing examples of each.
6.
Student will
identify additional Post acute Withdrawal (PAW) symptoms and learn new ways of
managing them and why they occur. He/she will also understand the relationship
between stress and PAW. And much more about the process of addiction and
recovery.
What is the Course Outline
for STAR?
Due to the chronic nature of
substance abuse, the STAR program is not just informational, but designed to be
an intervention. The concepts of recovery and clean, sober and crime-free
living are presented through a five-step model of instruction with a 4 week
curriculum;
STUDY UNIT I – DISEASE
CONCEPT OF ADDICTION
This 30-hour unit of study is designed to be an open entry/open exit so that
students may enter and exit at any time and be able to catch on quickly and
effectively. This is delivered in week 1 of the 4 week curriculum. Students
will provide information about their individual backgrounds and the instructor
will review all course topics, assignments and other course requirements
throughout the course as new student are enrolled on a daily basis. Instructor
will inform students about the cunning, baffling, and powerful nature of
addiction. This unit included 10 individual lesson plans. At the conclusion of
this unit all students should be able to identify everything that they must do
in order to stay clean and sober and be successful in the course.
STUDY UNIT II – ANGER MANAGEMENT
This 30-hour unit of study is designed to be delivered during the second week
of course study class sessions. The instructor will provide specific
information about anger management and the influence it has on substance abuse.
This unit included 10 individual lesson plans. At the conclusion of this unit
all students should be able to identify triggers, signs and symptoms of anger
and verbalize at least five coping skills for dealing with anger and avoiding
relapse.
STUDY UNIT III – ADDICTION IN THE FAMILY AND RELATIONSHIPS STYLES
This 30 hour unit of study is designed to be delivered during the third week of
instruction. The instructor will discuss the dysfunctions and problems commonly
involved within an addict’s life and his or her family background and
relationship styles. This unit included 10 individual lesson plans. At the
conclusion of this unit all students should be able to identify family roles
and apply new healthy coping skills within the family.
How are students accepted
into the program?
In order to ensure
consistency and validity of program placement, it is extremely important for
teachers to follow the enrollment procedures outlined in this manual as each
new student enters STAR.
Referrals
Teachers must obtain an
Activity Report for every student who attends STAR.
In the parole office
programs, agents make referrals via Activity Report. The Activity Report is a CDC form that is
used by parole agents to determine an action plan for the parolees on their
caseloads. STAR coordinators modified
the form to accommodate specific referral to the STAR program. A copy of this form can be found later in
this section. The agent completes the AR
and gives it to the teacher, usually by placing it in the teacher’s mailbox at
the parole office.
Note: If a student is re-entering class and it has been
less than 30 days since the student’s last exit, a new activity report is not
required.
Many times the referring
agent will deliver the student to the class and request that he/she begin
immediately. Other times, the agent will
ask to be advised if/when the parolee arrives to begin class. The Activity Report must be obtained from
the parole agent for every student.
When a parolee is referred
via Activity Report but does not enroll in STAR, it is important that the
referral is entered in the section of SID called “Referrals.” The “Referrals” table in SID generates a
report called “Referrals That Are Not Students.” This report helps teachers to emphasize to
agents the need to follow up on no show students.
Keep a daily log of all
referrals, whether in writing, over the telephone, or in person. Be sure to include the source of each
referral and enter the information into SID.
Referrals can be entered directly into SID as they come in, however, it
may be easier to write the referrals down, and then enter them into SID later.
A sample Site Referrals Log is at
the end of this section and can be used to log referrals. It is not a required form.
Referrals are made one of
four ways:
Agent Recommendation: The agent sends the parolee to class based on
the agent’s assessment of drug history or perceived need at the time of the
initial intake/orientation.
Intermediate Sanction: The agent sends the student to class as a
result of a positive urine screen for drugs/alcohol/narcotics.
Parole Board Remands: The
parole board remands a parolee to STAR and requires completion before
additional case review.
Self-Referral: The parolee hears about the program and
requests to be referred by their agent of record.
The teacher communicates with
the agents as to space availability and maintains a waiting list as needed when
the class is full. See Section 5: The
Individual STAR Site for more details on classroom management.
Classroom Occupancy
Occasionally the number of
referred students to STAR exceeds the safe capacity of the classroom.
The Memorandum of
Understanding (MOU) states that STAR classes should accommodate 20:1
student-teacher ratio, including chairs, desks, storage cabinets, audiovisual
equipment and computer. Ideally a STAR
class should operate with no fewer than 20 students and a maximum of 25. Due to space restrictions there are STAR
classes that operate with fewer than 20 students. These special instances are modified formally
via the MOU and are done collaboratively with the CDC Program Manager and
Director. The maximum student capacity
is not to be adjusted by the teacher.
When
the classroom occupancy exceeds the allowed number, you and the students are at
risk. Unfortunately, the addition of even one student can create a situation
where the safety of the classroom is compromised. It is required that teachers abide by the
room occupancy limits.
When
you have a full class, a waiting list is started.
Waiting List
When
students are referred to STAR and the class is full, a waiting list is
generated. When you place a parolee on
the waiting list, inform the agent that the class is full and that you will let
him/her know when that student will be expected to start. The agent is
responsible for letting the referred student know when he is to begin the STAR
program.
There
will be students whose life circumstances require that they be in some type of
treatment/education program immediately.
Let the agent know about any resources that you may have and show that
you are solution oriented. The parolee
can always enter STAR after being in another program. Let the local detox
centers know about the STAR program and what you do. Arrangements can be made by the agent to
allow a parolee to enter detox first and then be directed into STAR. The
teacher must always defer to the agent regarding conditions of parole for any
individual parolee.
Personal Orientation
Many new students may be
angry, disruptive, frustrated or apprehensive about the STAR program. The teacher's warm welcome and personal
attention is critical to the students' development of trust and sense of
security.
Regardless of the involuntary
nature of the STAR program and the fact that all students are mandated to
attend, the success of the program depends upon the student taking
responsibility for his/her own learning and recovery. At this time, the teacher should get a
commitment from the student to participate in the development of an
individualized Community Transition Plan, and comply with program rules and
guidelines.
Many teachers opt to sit and
meet individually with students during the independent study hour of the
day. At this time the teacher can
provide student orientation, review the rules, and get the required paperwork
signed and completed for the student file.
What Do Students Need to
Know About Class Operations?
·
Objective of the days lesson will be on the whiteboard everyday
Get in the habit of looking at the board to see what the objective is for the
day.
·
Notebooks and
Handouts - You will be given many
handouts (such as this one). This is our course "textbook". These
handouts must appear in an organized fashion in your notebooks. Remember that
this is an open-entry open-exit class so keep your work in an orderly fashion.
·
Community
Transition Plan – the teacher will
work with you one-to one to help you develop a personalized Community Transition
Plan. Specific recovery goals are identified and then addressed throughout the
plan. The plan also includes educational and employment strategies and other
vital resources. Agents receive a copy of the students plan to assist them in
transitioning parolees back to their community.
Quizzes and Exams - There will be only two quizzes (multiple choice questions
based on the material we learn) one at the beginning and the other on the last
day before graduation. The instructor will review everything that will be
covered on each quiz during the 4 week curriculum.
·
Grades – There are no grades given. All tests are sent to headquarters
and put through a scantron. However if students wish to know there score it
will be provided before the tests are sent.
·
What is the Assertive Discipline Plan?
·
Rules
1.
Class begins at
2.
If you are more
than fifteen minutes late, you are to report to your agent or the officer of
the day. Do not knock on the classroom
windows or door. You will either be
escorted to the classroom or will be required to wait until the first
break. You will not receive credit for
the day.
3.
There is a
15-minute grace period. If you arrive
before
There
is no grace period when you return from breaks or lunch. You will lose the day.
Absences: While in STAR you are allowed three
absences. On the fourth absence
regardless of the reason, you will automatically be exited from the program. You will automatically restart the program
provided your agent agrees. All missed classes must be made up.
4.
Length of class
is 120 hours (20 sessions, 6 hours each).
Attendance is mandatory. Failure
to complete this class may result in a violation of parole.
5.
No beepers, cell
phones, game boys, outside reading material, hats or sunglasses are allowed in
class. Your dress must be
appropriate. No tank tops, no gang
colors, or any clothing supporting drinking, using or inappropriate
behavior.
6.
Coffee is only
available at the beginning of class. You
can bring your own non-alcoholic beverages:
water, soda, juice, coffee, tea, etc.
Absolutely
no eating and or snacking during class.
No gum chewing.
The class is responsible for cleaning up their mess,
empty bottles, cups etc.
7.
There is no
assumption of confidentiality in this class.
Information will be provided to your agent regarding your progress,
participation, and adherence to the rules.
8.
Students are
restricted to designated areas only.
Students found anywhere else will be subject to disciplinary action by
their parole agent. At the
9.
This is a relapse
prevention class. Do not come to class
under the influence of alcohol or any other controlled substance. Violation of this rule will require immediate
intervention and an agent will remove you from the class.
10. There are two scheduled 15-minute breaks and thirty
minutes for lunch, which are taken at the same time every day. First break 10:00- 10:15, Lunch:
11. There is no use of the restroom facilities during
class time. Use the restroom before
class or during your scheduled breaks.
Students that have a medical problem that requires frequent use of the
restroom must provide proof of medical need by showing a doctors note or having
permission from their agent.
12. You can smoke on your break. The smoking area is the parking lot. Stand at
least 20 feet away from the building. Do
not come into the building blowing smoke out of your mouth.
13. No cross talk.
Do not side talk when the teacher and/or another student is talking.
14. No sleeping in class.
No eyes closed. No head down. If
you cannot stay awake you will report to your agent or the officer of the
day. You will loose credit for the day.
15. Be respectful and courteous towards others. This classroom will be a safe neutral
environment for all participants.
16. No violent behavior or threats of any kind. Parole agents will remove you.
17. You are required to attend 2 self-help meetings per
week while enrolled in the STAR. To
graduate the program you are required to attend a minimum of eight (8)
meetings. You are to provide weekly
proof of meeting attendance. Failure to
attend and/or provide proof of attendance will extend your stay in the program
and/or result in your being exited from the program.
18. Your agent will be informed if you fail to follow any
of these rules. A notification of rule
violation will be also be completed and given to your agent and the unit
supervisor.
Upgrade Indicator
This report has helped me and will continue to
validate the importance of structure and organization in the classroom. In
addition this report has continuity and cohesiveness which are two major
elements for a healthy learning environment.