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2019 Corrections Education Conference Program

Corrections Education and Re-entry Conference: Building Pathways to Successful Re-Entry

Join your colleagues for the two-day 2019 Corrections Education and Re-entry Conference: Building Pathways to Successful Re-entry in the beautiful Wenatchee Valley. The conference is at the Wenatchee Convention Center May 19-21, 2019. We will be utilizing a strand format, please register for only one of the five strands below. This year’s conference will showcase these best practice strands. Please register for ONE topic and that will be your strand both days. Please be sure to have read the strand information before registering.


Please read the strand descriptions carefully and pick the strand that you will gain the most from attending. The strand participants will meet for about seven and a half hours between Monday and Tuesday afternoon. There will also be great lunch activities, exciting concurrent sessions that participants can pick from. There will be an opportunity to network over dinner Sunday night along with student voices.  

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Gamification is the incorporation of game design and mechanics into regular everyday things.  One field that has embraced this strategy in recent years is education. Within this strand, participants will identify creative new ways to increase student engagement, motivation, and participation in their courses by diversifying assignments using UDL principles. Additionally participants will learn how to introduce simple incentives (trophies/accolades/badges) that students can earn for completing coursework.  Finally, participants in this strand will learn how to setup and use a variety of corrections education friendly resources including Canvas and SMC. By the of this strand participants will be able to:

  • Explain gamification and its purpose in corrections education.
  • Identify hardware/software resources (Canvas) conducive to the gamification of courses.
  • Recognize how a gamification strategy integrates with Universal Design for Learning and Quality Matters.
  • Identify and integrate components of a gamified course including point systems (XP and CP), flexible assignments, and labeling into an existing or demo course.

Guided Pathways have been shown to increase retention and completions. How can we incorporate guided pathways principles into small and large corrections education programs? This strand is best for teams from the same facility and with representatives from faculty, staff and leadership. By the end of this strand participants will be able to:

  • Identity Guided Pathways principles.
  • Think about implementation of guided pathways principles in a corrections education.
  • Develop two or three concrete steps to begin incorporating guided pathways principles in their programs.

Participants will learn about the structure of High school+ including student profile, transcript evaluation and instructional practice.  Participants will also review the College and Career Readiness Standards (CCRS) and how these standards should inform instruction and assessment.  Participants will examine rubrics and grading models.  Finally participants will be given time to plan for HS 21+ implementation at their sites. By the end of this strand participants will be able to:

  • Explain High School+ structure.
  • Evaluate high school transcripts and credit for prior learning, develop and deliver contextualized instruction based on the CCRS and high school competency. 
  • Plan for implementation of contextualized instruction and HS+.

Orientation through Re-entry focuses on key opportunities to create student engagement, support success, and facilitate positive transitions upon release. Vital to this effort has been the creation of a statewide network of education navigators who work inside correctional facilities and on main campuses to identify and support students’ educational and post-release goals. Their work is often supplemented and enhanced when community connections in the form of guest lecturers, volunteer workshops, or professional services events are made available to students. This strand will explore how this integration – of navigation and community engagement – come together to support student success. By the end of this strand participants will be able to:

  • Understand the importance of strategic plans for student orientation, engagement and re-entry support.
  • Understand the role and scope of both Corrections Education and Re-entry Navigators.
  • Identify statewide opportunities to access community resources to support student success.
  • Recognize barriers to re-entry and identify possible solutions.

According to the National Institute of Justice, (NIJ) Offender re-entry, the transition from life in jail or prison to life in the community, can have profound implications for public safety. NIJ continues to support research and evaluation of re-entry-related issues, such as statewide re-entry initiatives and research that examines the process of re-entering society within the context of the community, neighborhood and family into which the former offenders return this strand will capture all these areas. Kevin Semler’s team provides an experiential re-entry simulation activity for justice involved individuals from release through first month. Join Skagit Valley College as they share achievement of project intendent for those who are at beginning stages of forming reentry programs or are interested in learning about existing programs and how to get started. Building Safe and Strong Communities through Successful Re-entry: Though most of the individuals who are incarcerated will return to their communities, successful transitions are difficult. Data show that many of the individuals who are released from confinement will recidivate and return to prison.  The likelihood of successful transition can be improved, however, with the utilization of re-entry programs and practices. Re-entry programs are designed to assist individuals who are releasing from incarceration to successfully transition back into the community. By the end of this strand participants will be able to: 

  • Understand the many challenges that face persons who have experienced justice system involvement.
  • Understand opportunities to align this work with an institutional equity and inclusion frameworks.
  • Understand the direct link between education, employment, and successful community participation.
  • Recognize the role of community colleges as an important resource to improve re-entry and educational opportunities for individuals with justice system experience.
  • Explore the variety of programs that can be developed in the community college setting to support the successful re-entry process.
  • Display more empathy and provide better solutions and service to individuals returning to the community.


Sessions will be 60 minutes on Monday and Tuesday, participants can pick which sessions they would like to attend. 

May 20, 2019 Sessions

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Civil Survival Online* is a learning program and methodology that is proven to develop problem solving skills using legal content with predictable and explicit instruction. The content includes how to navigate basic legal issues such as:

  • Signing a lease
  • Being a good employee
  • Dealing with car accidents
  • Handling divorce and child custody issues

Participants will understand the importance of former prisoners having the critical knowledge necessary to navigate everyday legal problems. 


We need to help our students understand the difference between writing an analysis and a summary. The prompt for the extended response is always the same. It reads, “In your response, analyze both positions presented to determine which one is better supported. Use relevant and specific evidence from the article to support your response.” A common error that testers make is to summarize both sides of the argument without really analyzing which side is better supported. To write a successful analysis, learners need to explain why one side of the argument is better supported by taking a close look at the evidence presented.  This session seeks emphasize specific reading strategies that help students analyze opposing viewpoints.  Instructors will be able to use provided power points and handouts to walk students through the creation of a 4 paragraph argumentative essay in 45 minutes.  The presentation is tailored for new teaching staff, but can be useful for any level of experience

Outcome – By the end of this session, participants will be able to highlights specific myths and reading strategies that will aid students in developing critical thinking and reinforce writing skills for the GED RLA extended response.


According to the Prison Policy Initiative, jails incarcerated more than 25% of the U.S. prison population in 2017[1]. This number however likely underestimates the influence and importance of jails within the criminal justice system because it does not account for the number of people who flow or “churn” through jail doors. People who are incarcerated in jails have very short sentences, so while jails may have fewer prisoners on any given day, they will incarcerate far more people over the course of a year. Jails are an opportunity to reach people through education at a critical juncture in their lives, yet serving people in jails can be quite challenging because of turnover. In Washington state, there were 9,965 people on average incarcerated in jails on any given day in 2017, and the average sentence was 17 days.[2] In this breakout session, we will discuss some of the challenges of offering education programs inside jails and give examples of how some programs have navigated these challenges.

Outcome – By the end of this session, participants will be able to  Identify some of the challenges of offering education programs inside jails and give examples of how some programs have navigated these challenges.

[1]  Wagner, P. & Sawyer W. (2018). Mass Incarceration: The Whole Pie. Retrieved from 

[2] This number does not include the jail populations for several counties that did not report in 2017, so the actual jail population is likely much higher.

Annual Jail Statistics. (n.d.). Washington Association of Sheriffs and Police Chiefs. Retrieved (3/4/19) from 


Learn about a partnership between Tacoma Community College and Tacoma Housing Authority that includes students exiting Corrections

Outcome – By the end of this session, participants will be able to understand how a collaboration with a Moving to Work Housing Authority can work and a process that helps students leaving corrections to stay engaged in education by addressing housing.


Learn how the ACE Study has an effect on us as adults.

Outcome – By the end of this strand participants will be able to understand the ACE (Adverse Childhood Experience) study and recognize potential brain states in ourselves, colleagues and students.

Develop two to three objectives related to this outcome

Understand the principles of brain development and ACEs on health.

Present tangible ideas for communication and help understand empathy as it relates to behavior triggered by past experiences.

At Larch Corrections Center, GED Faculty Lauren Zavrel has developed a graduate internship program in alliance with Portland State University. This program to date has yielded a Reentry Resource Guide for inmates who aspire to attend college upon release. The department plans to hire more student interns. She also developed inmate tutor training and by the time of the conference, aspires to be the first correctional education program anywhere to have received CRLA certification for the training. Larch has the highest GED completion rate per capita of all facilities in the state as of 2017, and this is due in part to the excellent work of the tutors and their training. In this session, former inmate-tutor superstar, Chris Randon, GED Faculty Lauren Zavrel and former, first intern Hanan Al’Zubaidy will share the benefits, deployment strategies, and challenges that came with launching these exceptional, unique, no-cost programs.

Outcome – By the end of this strand participants will be able to execute initial steps to planning and implementing said program(s).


Learn about and practice two reading strategies of RA.  Learn about the 4 dimensions of RA so your student become more confident and competent readers.

Outcome – By the end of this session, participants will be able to apply two RA strategies in their classroom and become part of a learning community with their students.

 Develop two to three objectives related to this outcome.

  1. Take a look at how a learning community invites students to become engaged in the learning process.
  1. Practice the two reading strategies to become comfortable using them and see the success it can bring to student learning.

Intro. to Reading Apprenticeship Presentation

May 21, 2019 Sessions 

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Learn how Resilience is taught in a classroom setting and strategies to help ourselves and others in all areas of life.

Outcome – By the end of this strand participants will be able to recognize brain states and how to help manage our triggers while helping others with the same process.

Develop two to three objectives related to this outcome.

  1. Take a deeper look into how our environment and life experiences drive our behavior.
  2. Help participants gain strategies in implementation of resiliency in the classroom and other areas of life.
The Washington State Library (WSL) supports corrections education and DOC programs in many ways. WSL provides library services inside 9 of the state’s correctional facilities through the program Institutional Library Services (ILS) and has programs that support education, digital literacy and workforce development in Washington.

Through ILS branch libraries, WSL provides access to world class library services. Incarcerated patrons can access collections and services to meet their educational, recreational, and reentry needs. ILS branches support programs in DOC facilities through specialized collection development, educational support, and reference/information request services with a particular focus on support of reentry. WSL is currently partnering with SBCTC to offer the first laptops for inmates to use in the library to learn digital skills and explore the WSL ILS Reentry Wiki.

Outcome – By the end of this session, participants will be able to understand the role and value of the Institutional Library Services (ILS) in promoting adult literacy, providing digital skills training, and reference services.

Develop two to three objectives related to this outcome.

  1. Articulate the resources available to incarcerated patrons, in particular reentry resources and services.
  2. Identify ways in which they, as correctional educators or administrators, can work with the WSL to expand and enhance their student’s access to educational resources.
  3. Describe the role ILS libraries play in supporting adult print and digital literacy.


OMNI Programs Processes and reports.  This session will be developed for Faculty, staff and directors.  The information given will help all areas to understand the OMNI Programs system and processes.

Outcome – By the end of this strand participants will be able to understand the functionality of the OMNI Programs system better and programs OMNI Reports.

Develop two to three objectives related to this outcome.

  1. Follow-up on IT request related to OMNI Programs
  2. Program Types & Program Titles
  3. Certificates
  4. OMNI Reports



Organizations, systems and leaders are being challenged with limited dollars and learning to “doing more” with a broader base of connected people. This panel of resourceful professionals will focus on resilient, healthy connections as key elements to building and sustaining healthy partnerships. Using humor, terminology and key elements of cognitive behavior.

Outcome – By the end of this session, participants will be able to develop and implement a range of approaches to improve relationships with professional peers & adults in transition from jail & prison:

  1. How to build & sustain regional cross-walks for adults in transition
  2. How to integrate SSC’s 4 Life skills-2-Work Curriculums across jail & prison adult populations
  3. Practice steps in effective “MI” Techniques
  4. Learn effective & proven “community formation” engagement strategies
  5. How to address the “Disease of the Terrible “Ts” in keeping healthy alliances & partnerships

Develop two to three objectives related to this outcome.

  1. How to strengthen & enhance Regional Community Partnerships to meet local needs
  2. How to be “solution-Focused…” with those we serve and serve with
  3. How the “Disease of the Terrible Ts” prevent effective “Barrier Removal” for those we serve


A panel of formerly incarcerated/justice involved students from the Evergreen State College facilitated by James Jackson. James will share some of the work Justice Involved Student Group (JISG) has done in collaboration with its community partners on and off campus.  The panel will share their stories of experience, strength, and hope on their educational journeys from prison to education. This session will also include a Q & A.

Outcome – By the end of this session, participants will be able to connect with panelist stories on a human level. These type of story sharing sessions help to humanize formerly incarcerated justice involved people and destigmatize our population. Will be informed of the work JISG and its community partners are doing on and off campus.

Develop two to three objectives related to this outcome.

  1. Humanization of our population (faces to numbers).
  2. Destigmatize, breaking stereo types and misconceptions.
  3. Present the work JISG is doing on and off campus.

Steve will share his experience of running the successful Trade Related Apprenticeship Coaching (TRAC) program at Washington Corrections Center for Women.  He will impress upon the audience the importance of involving the industry in the process of training people for a trade.  Lucienne will share her experience of co-chairing a cross sector Apprenticeship Working Group, which is in direct response to an effort to develop numerous pathways for men and women to careers in the commercial construction trades.

Outcome – By the end of this breakout session participants will better understand the benefits of and opportunities for connecting to family wage construction trades jobs.  Participants will also learn more about apprenticeship preparation occurring in facilities, and the multi-stakeholder Apprenticeship Working Group.

Develop two to three objectives related to this outcome.

  1. Understand the importance of stakeholder engagement and communication.
  2. Learn about apprenticeship preparation and collaboration in Washington state correctional facilities, and the connection to additional focused training upon release (namely continuing apprenticeship prep at colleges in the community or specific pre-apprenticeship programs run by the trades).


Who Should Attend?

  • Corrections education programs faculty and staff
  • Re-entry staff
  • Community-based organizations
  • Students interested in issues of corrections education

Conference Details 

Wenatchee Information

Learn Best Practices in Corrections Education

  • Engage students in pre-college and basic education courses
  • Develop key skills in workforce instruction
  • Build pathways for incarcerated individuals to continue education after release
  • Improve business practices and operations

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Last Modified: 9/3/20 8:24 AM

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