From a structural perspective, the IAP design focuses on the linkage among the institutional, transitional, and reintegrative follow-up phases of youth movement between the traditional educational system and the juvenile justice system. The IAP model for aftercare is a correctional continuum with three distinct yet overlapping segments. One segment is the pre-release and preparatory planning activities that occur during the confinement phase. The second element is structured transitioning that involves the participants of residential/institutional and aftercare staffs, both prior to and following community re-entry; and the third element involves long-term reintegrative activities to ensure adequate service delivery and the required level of social control. This article describes how the IAP project has been implemented in Colorado, Nevada, New Jersey, and Virginia. Suggestions for juvenile aftercare programming include defining the overall aftercare function, designing community-based services that address the deficits and needs of multiproblem delinquents, devising effective case management, and focusing on collaborative approaches. Other issues of juvenile educational reintegration discussed are pedagogical concerns, organizational/management concerns, and the need for transitional education centers. The latter provide a specialized learning environment that focuses on the provision of transitioning and educational resources that mediate the needs of high-risk youth. 7 notes