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2/27/2015
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Rainbow Days’ National Training Division
www.trans4mcenter.org
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Welcome…
to the second of 12 webinars
designed especially for
Juvenile Justice Professionals.
Kathy DaleyWebinarConvenerkathyd@
rainbowdays. org
Karen WilliamsWebinarPresenterkarenw@
rainbowdays.org
Kathy Daley, Director, Trans4m Center Karen Williams, Special Projects Director
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An Easy Way to Be “In The Know”:
• One or two a month
• Each 45‐minutes
• Highlight the linksbetween:
• Youth development,
• School discipline practices,
• Trauma‐informed care, and
• Preventable emotional and behavioral health disorders.
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Our first session was about:
“Reforming Juvenile Justice:A Developmental Approach”
2013 2014
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The advances in behavioral
and neuroscience research,
and the implications of this
research for the field of
juvenile justice.
It is about using science to
reform juvenile justice.
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2013
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A Developmental Approach Means “APF”:
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Hallmarks of a Developmental Approach:
• Accountability without criminalization.
• Opportunities for successful integration into adult life.
• Alternatives to juvenile system involvement.
• Confinement only when necessary for public safety.
• Individualized response based on assessment of needs and risks.
• A genuine commitment to fairness.
• Sensitivity to disparate (different) treatment.
• Family Engagement.2013
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Requires training
of state leaders in
every state on
brain development
and trauma‐
informed care.
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“School Discipline and the
School‐to‐Prison Pipeline”
The Young Brain and Justice Series
12 Webinars for Juvenile Justice Professionals
Webinar #2
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2011
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This Session Is About Keeping Students Engaged in School and
Out of the Juvenile Justice System
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2011
January, 2014
Joint Action: “Dear
Colleague” Letter
from USDOJ and
USDOE
April, 2014Guiding Principles issued by USDOE
June, 2014Best Practices
Identified major
flaws in schools’
disciplinary
practices and
the impact on
juvenile justice.
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Although the overall number of youth involved in the juvenile justice system has been decreasing, on any given day there are still more than 60,000 young people detained or committed to juvenile justice residential and secure care facilities.
Many of these youths have experienced abuse or neglect, unsafe neighborhood environments, homelessness, and/or involvement in the child welfare system.
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A large percentage of committed youth exhibit mental health conditions and have, historically, failed to receive mental health services.
In addition, there are three to four times more students with disabilities who require special education and related services in the adjudicated youth population than among students in community schools. (Such as those identified with emotional disturbance or specific learning disabilities)
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Research provides compelling evidence of the negative effects on youth that are committed to juvenile justice facilities.
For example:
• Experiencing incarceration as a youth greatly increases the likelihood of reoffending.
• Congregating youths adjudicated as delinquent together can negatively affect the behavior of the group and individuals, including increasing antisocial behavior, affiliation with antisocial peers, and identification with deviancy.
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• For youth with mental health conditions, the negative effects of institutionalization coupled with the challenges of coping with a disorder, place them at a higher risk of suicide than other youths.
• Committing youth interrupts their education and can have an adverse effect on their employability.
• After leaving secure care settings, many youth do not return to school, and of those who do, many drop out before completing high school.
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FORGOTTEN EDUCATION’S CIVIC MISSION: To Build Competent, Caring Members of Society
• Concern for the rights & welfare of others
• Tolerance and Respect
• Social Responsibility
• Belief in the Capacity to Make a Difference”
The primary impetus for originally establishing public schools was to:
“Develop civic dispositions, attitudes and skills
that build competent, caring and responsible citizens who have moral and civic virtues such as:
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The U. S. Department of Education
has recognized that student
behavior is equal to academics
in importance,
Failed to commit the time
and effort to achieve
equity.
Behavior Is Equal to Academics in Importance
Rainbow Days, Inc.: PBSS25
Time
Used Discipline Only Vs. Teaching Self‐Discipline
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TakesTime
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2011
School disciplinary practices havegone terribly wrong…
Study repeated in states across the nation…
Same findings!
On million students!
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ZT policies were designed to address the
5% of students carrying
weapons and drugs to school.
95% of suspensions
are for“Disruptive Behavior.”
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School Expulsions Dropping Out Going to Prison
Student behavior is criminalized, police “ticket” behavior, parents are fined, go to court, children are treated like prisoners
and, all too often, actually end up behind bars
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#2. Children in need are
punished;
the more they need help,
the more they are punished.
Poverty and School Suspensions in Our Nation’s Capital
If you are in need, you are in trouble!
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#3. Punishment in Schools Is
UNFAIR
& DISCRIMINATORY
U.S. Department of Education's Office of Civil Rights
Preschool Students Receiving Suspensions
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• Preschool children expulsion
rates are 3 times higher than children in K‐12!
• African‐American preschoolers
are 3 to 5 times more likely to be expelled than white, Latino, or Asian‐American peers.
• Childrenwith mental health problems may miss as many as 18 to 22 days per year.
• Their rates of suspension and
expulsion are 3 times higher than those of their peers.
• African‐Americans are more likely to be suspended or expelled than their white peers (40% vs. 15%).
• High school students with mental health problems are more likely to fail or drop out of school.
• Up to 14 % of youth with mental health problems receive mostly Ds and Fs (compared to 7%for all children with disabilities).
• Up to 44 % of them drop out of high school.NCCP, 2013
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U.S. Department of JusticeCivil Rights Division
and the
U.S. Department of Education Office of Civil Rights
This is no ordinary “letter” ‐ ‐ it goes on for 39 Pages!
• Misapplication of Zero Tolerance
• Illegal Acts = Discrimination
(The Law – in Title IV and VI)
• Negative Impact on Academic Success and Juvenile Justice
Jan. 8, 2014, issued a “Dear Colleague” Letter to all public Elementary and Secondary Schools:
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THE “STICK”: If the “Departments” conclude that a school is in violation of Title IV or Title VI regarding student discipline, these are the they REMEDIES will oversee:
Correcting the records of students
Providing compensatory, comparable academic services
Revising discipline policies
Developing and implementing strategies for teaching,
including the use of appropriate supports and interventions, which encourage and reinforce positive student behaviors and utilizing exclusionary discipline as a last resort;
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REMEDIES continued:
Provide training for school personnel on revised discipline policies and classroom management techniques;
Provide school‐based supports for struggling students whose behavior repeatedly disrupts their education and/or the education of other students;
Designate a discipline supervisor to ensure that the school implements its discipline policies fairly and equitably;
Conduct and/or review comprehensive needs assessments – and take action as necessary…
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GOAL:
Create
SAFE and SUPPORTIVE
SCHOOLS
that work for
ALL STUDENTS
and
PREVENT PROBLEM
BEHAVIORS BEFORE
THEY OCCUR.
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April, 2014
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1. Create positive climates
and focus on prevention;
2. Develop clear,
appropriate, and
consistent expectations
and consequences to
address disruptive
student behaviors;
3. Ensure fairness,
equity, and continuous
improvement.41
In cases when schools choose to make use of school‐based law enforcement officers, including school resource officers, school security officers, or other campus‐based security, schools should:
• Provide clear definitions of the officers’ roles and responsibilities on campus,
• Document those expectations in a written agreement or memorandum of understanding,
• Focus officers’ roles primarily on safety, provide proper training, and continuously monitor the program’s activities through regular data collection and evaluation.
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Reconsidering Behavior Labels
When children feel threatened and unprotected
they PROTECT themselves
anyway they can.
They go on the offense, or the defense
or they escape or hide.
Children’s “offensive” behaviors are the ones that create the most difficulty for them.
Relabeling them as “self‐protective” helps us understand their
motivation.
Offense DefenseEscape
Hide
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Poverty Hardship
Homelessness Sofa‐Surfing
Foster Care Family Separations
Blended Families Custody Sharing
Family Violence Child Neglect
Parent/Sibling in Prison/Jail
Child Abuse Sexual Abuse
Substance Abusing Parent/Sibling
Multiple MilitaryDeployments
Parent w/Life‐threatening Illness
Symptoms of distress are treated as disciplinary issues ONLY.
…unmet needs and burdens that overwhelm them.
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DISTRESS = Warning: This Experience Is “Too Much” to Handle Alone.
ANXIETY = Warning : This Experience Is Toxic to My Learning and
Development.
TRAUMA = Warning: I Am at High Risk for a Behavioral Heath Disorder.
It’s as if we had an indicator gauge…
telling us we have a problem…
But we have chosen not to see it.
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What Needs Fixing?
Focus on BehaviorsTroubled StudentsChanging Behaviorby Punishment/Shaming
Why Is This Happening?
Focus on ChildrenStudents with TroublesReduce/Mitigate Impact of Distress, Anxiety & Trauma
From: To:
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Guiding Principles for Providing High‐Quality
Education in Juvenile Justice Secure
Care Settings
Guiding Principles and Core Activities
Principle I:
A safe, healthy, facility‐wide climate that prioritizes education, provides the conditions for learning, and encourages the necessary behavioral and social support services that address the individual needs of all youths, including those with disabilities and English learners.
There are 2,500 juvenile justice residential facilities in the US.
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Principle II:
Necessary funding to support educational opportunities for all youths within long‐term secure care facilities, including those with disabilities and English learners, comparable to opportunities for peers who are not system‐involved.
Principle III:
Recruitment, employment, and retention of qualified education staff with skills relevant in juvenile justice settings who can positively impact long‐term student outcomes through demonstrated abilities to create and sustain effective teaching and learning environments.
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Principle IV:
Rigorous and relevant curricula aligned with state academic and career and technical education standards that utilize instructional methods, tools, materials, and practices that promote college‐ and career‐readiness.
Principle V:
Formal processes and procedures—through statutes, memoranda of understanding, and practices—that ensure successful navigation across child‐serving systems and smooth reentry into communities.
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Join us for Webinar #3:
Behavioral Health and Juvenile Justice
A discussion of the “Preventable Behavioral Health”
Disorders.
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