SHOCAP Serious Habitual Offender Comprehensive Action ...€¦ · • The target audience for this training is a jurisdictional, multi-disciplinary team of people interested in school

SHOCAP

Serious Habitual Offender Comprehensive Action Program

Facilitator Guide

Sponsored by:

U.S. Department of Justice Office of Juvenile Justice and Delinquency Prevention (OJJDP)

International Association of Chiefs of Police (IACP)

Facilitator Information - SHOCAP •

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OFFICE OF JUVENILE JUSTICE AND DELINQUENCY PREVENTION (OJJDP)

810 7th Street, NW Washington, DC 20531

(202) 307-5911

THE INTERNATIONAL ASSOCIATION OF CHIEFS OF POLICE (IACP) 515 North Washington Street

Alexandria, VA 22314 (703) 836-6767 or 1-800 THE IACP (1-800-843-4227)

Fax: (703) 837-5375

John Ashcroft United States Attorney General

J. Robert Flores

Administrator Office of Juvenile Justice and

Delinquency Prevention

Jeff Slowikowski Associate Administrator

Demonstration Programs Division Office of Juvenile Justice and


Gwendolyn J. Dilworth Program Manager

Demonstration Programs Division Office of Juvenile Justice and


Laura Nichols Program Manager

International Association of Chiefs of Police

This project, Grant No. 1999-MU-MU-0021, was awarded by OJJDP to the IACP. Points of view or opinions expressed in this document do not necessarily represent the official position of either the International Association of Chiefs of Police or the Office of Juvenile Justice and Delinquency Prevention. All rights reserved. No part of this book may be reproduced, stored in a retrieval system, or transcribed in any form or by any other means—electronic, mechanical, photocopying, recording, or otherwise without the prior written permission of the IACP.


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Table of Contents Office of Juvenile Justice and Delinquency Prevention (OJJDP) ..................................... iii International Association of Chiefs of Police (IACP)....................................................... iv Acknowledgements…………………………………………………………………………….................…v Agenda ………………………………………………………………………………………….......................vi Facilitator Notes ………………………………………………………………………………....................vii Lesson Plans

Introduction

Module 1: Introduction to the Training Module 2: What is SHOCAP? Module 3: The SHOCAP Team Module 4: Customizing SHOCAP for Your Community Module 5: Marketing Your SHOCAP Module 6: Evaluating Your SHOCAP Module 7: Resource and Development Planning Module 8: Next Steps & Training Evaluation


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Office of Juvenile Justice and Delinquency Prevention (OJJDP) The Office of Juvenile Justice and Delinquency Prevention (OJJDP) was established by the President and Congress through the Juvenile Justice and Delinquency Prevention (JJDP) Act of 1974, Public Law 93-415, as amended. Located within the Office of Justice Programs of the U.S. Department of Justice, OJJDP’s goal is to provide national leadership, coordination, and resources to prevent and respond to juvenile delinquency and victimization. OJJDP accomplishes this by supporting States and local communities in their efforts to develop and implement effective and coordinated prevention and intervention programs and improve the juvenile justice system so that it protects the public safety, holds offenders accountable, and provides treatment and rehabilitative services tailored to the needs of families and each individual juvenile.


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International Association of Chiefs of Police (IACP) The International Association of Chiefs of Police is the world's oldest and largest nonprofit membership organization of police executives, with over 20,000 members in over 100 different countries. IACP's leadership consists of the operating chief executives of international, federal, state and local agencies of all sizes. Founded in 1893, the association's goals are to advance the science and art of police services; to develop and disseminate improved administrative, technical and operational practices and promote their use in police work; to foster police cooperation and the exchange of information and experience among police administrators throughout the world; to bring about recruitment and training in the police profession of qualified persons; and to encourage adherence of all police officers to high professional standards of performance and conduct. Since 1893, the International Association of Chiefs of Police has been serving the needs of the law enforcement community. Throughout those past 100-plus years, we have been launching historically acclaimed programs, conducting ground-breaking research and providing exemplary programs and services to our membership across the globe. Professionally recognized programs such as the FBI Identification Division and the Uniform Crime Records system can trace their origins back to the IACP. In fact, the IACP has been instrumental in forwarding breakthrough technologies and philosophies from the early years of our establishment to now, as we approach the 21st century. From spearheading national use of fingerprint identification to partnering in a consortium on community policing to gathering top experts in criminal justice, the government and education for summits on violence, homicide, and youth violence, IACP has realized our responsibility to positively effect the goals of law enforcement.


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Acknowledgements

In order to best examine current and emerging juvenile crime and victimization trends and

issues with an eye toward the enhancement of curriculum, the IACP/OJJDP 21st Century

Juvenile Justice Issues Symposium was conducted on June 29th and 30th in Alexandria, VA.

In planning this symposium, we cast a wide net to insure an optimal collection of relevant

information and expert opinions. Practitioners were invited from many relevant professions:

6 subject matter experts, 20 police executives, 6 community experts, and 10 educators.

Additionally, we included 9 crime prevention experts, 2 high school students, 10 juvenile

court practitioners and/or experts, and 7 professional facilitators from this field of training

and technical assistance. This threshold activity provided the initial core principles which

guided the early stages of JJLETTAP’s curriculum development work. Following to this

effort, new personnel and independent consultants have spearheaded subsequent curriculum,

training and product development efforts.

Edward Yahnig, Curriculum Design Specialties, Inc. and Barbara Collins, Barbara Collins

Consulting Services, worked under the supervision of Margaret L. Rollins, Program Manager

for OJJDP/IACP’s Juvenile Justice/Law Enforcement Training and Technical Assistance

Program(JJLETTAP), to develop this product. The Core Curriculum/Training Development

Team further consisted of the following subject matter experts: Donald Travis, Amanda

Barker West, Keith Carr, Gary Dalton and Alvin Cohn. Gwendolyn Dilworth, OJJDP

Grant Manager for the JJLETTAP worked in collaboration with the core team.

IACP personnel, Jerome A. Needle, Director of Programs and Research Activities, Irina

Romashkan, JJLETTAP’s Program Coordinator, and Gene Strobel, JJLETTAP’s Program

Assistant, were also instrumental in this effort.


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SHOCAP Team Training Agenda

Day 1 – 8:00-4:30 Introduction to the Training What is SHOCAP? Lunch (1 hr.) The SHOCAP Team – Roles and Responsibilities Day 2 – 8:00-4:30 The SHOCAP Team (cont’d.) Customizing SHOCAP for Your Community Lunch (1hr.) Customizing SHOCAP (cont’d.) Marketing Your SHOCAP Day 3 – 8:00-3:30 Marketing Your SHOCAP (cont’d.) Evaluating Your SHOCAP Lunch (1 hr.) Resource and Development Planning Wrap-up - Refinement of draft plans, next steps, training feedback


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Teaching Tips Selecting Trainers

• Those in charge of selecting presenters for the training, should consider the following criteria to ensure the training has a representative faculty:

1. Content expertise 2. Effectiveness as a speaker 3. Diversity (race, gender, age, experience) 4. Functional area (schools, law enforcement, social services) 5. Credibility 6. Availability 7. Reliability 8. Technologically competent with presentation technology (e.g., PowerPoint ®

slides) 9. Someone from the local site in addition to national presenters 10. Commitment to and interest in the topic of school safety

• Have presenters provide current “bios” for their introductions and for inclusion in the participant notebook. Each bio should be two to three paragraphs in length and highlight relevant experiences and qualifications the person has to be a trainer.

• In addition to the main trainers, you may want to include guest speakers for some of

the modules. Have personal contact ahead of time with the guest speakers to articulate your expectations and needs, to answer any questions they may have, and to describe the audience so that their information is targeted appropriately. For example, if youth from a juvenile detention facility are going to be presenting or sitting on a panel discussion, it may be helpful to give them written guidelines with key talking points or topics. If a guest speaker has handouts, pre-arrange for copying and distribution.

Prior to the Training

• Those in charge of coordinating the training should encourage participants to bring examples of materials to use in the training from their own agencies that relate to SHOCAPS. Have participants look for over-arching policies, rather than operational policies. You may want to send participants a “What to bring” list.

• Encourage participants to bring materials and program information for the training

resource table.

• Trainers need to be sure all room, equipment and audiovisual materials have been ordered/reserved in advance.


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• Trainers should check to be sure the “logistics” are arranged (e.g., food for lunches and breaks, special needs, parking, printing of materials, name tags, contracts).

Setting Up the Training Room

• The suggested audience size for the training is 40 people. • Participants should be in “teams” that includes at least three key decision makers from

their jurisdiction.

• The training room should accommodate writing tables and movable chairs for the teams to sit together. This works well for small group discussions and for participants who wish to take notes.

• Be sure there is a table set up to be a “resource table” for participants to share

information on their programs.

• Test all audio-visual materials (slides, overheads) and equipment (projector, easel pad, paper, pens, lap tops) in the room to be sure it is working. The resources needed for each module are listed at the beginning of that module.

• Each participant should have an unobstructed view of the front of the room, be able to

see the speaker, easel and pad, audio-visual screen, and other training aids.

• Good ventilation and room temperature is important for an effective and comfortable training environment.

• Make sure restrooms are located nearby and easily accessible.

• Have water available for speakers and microphones, if needed.

• The lighting in the room should be able to dim or turn off for showing PowerPoint ®

slides and/or overheads.

• Be sure arrangements have been made for refreshments (e.g., water, coffee, tea, soda, non-caffeine alternatives, and juice) for the morning and afternoon each day.

• Good acoustics are also important to facilitate good communication. If the room is too

large or not sound proof to outside noises, it may not be an effective training location. A lapel microphone may be an option for some speakers so they can be heard while still being able to move around the room.


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• Be sure the training site meets the Americans with Disabilities Act (ADA) for any special needs of participants and speakers. Registration applications should ask participants if they have any special needs or accommodations.

Knowing your Audience

• The target audience for this training is a jurisdictional, multi-disciplinary team of people interested in school safety issues. This could include policymakers, school administrators, teachers, attorneys, law enforcement, researchers, planners and anyone who works with or influences policies affecting school safety.

• Know your audience in your training. Find out who they are, what they want to

know and learn, their level of experience, and any politics or particular group dynamics among the players. Some trainers may wish to develop pre-training questionnaires to help gather this information. Understand and learn as much as you can ahead of time about participants’ issues, concerns and profile data regarding school safety issues. Time is also set-aside at the training itself to discuss this information with participants.

• If you find your teams do not have much diversity, ask some participants to play

“roles” or mix participants in with other teams to be around other occupations/roles. Help break down barriers, prejudices and divisive attitudes among groups.

Using the Curriculum

• The lesson plan modules may be arranged in a variety of ways to meet the specific training needs of participants. The suggested format for the training is teaching the modules in the numeric sequence spread over two and a half days (8:30 am to 5:00 pm for a total of 19 hours), plus breaks and a one-hour lunch period each day.

• There are two 15-minute breaks scheduled each day, one in the morning and one in

the afternoon. You may find, however, that more breaks are needed. One suggestion is to take a five to 10 minute break approximately every hour.

• Group activities and participant involvement are a big part of this training. Group

interactions with the trainer involving mutual inquiry, shared experiences and personal observations help keep the training interesting and relevant.

• You are encouraged to enhance the learning experience by tailoring information and

data to the conditions of the participants. Gathering background information will help you identify burning issues. Additionally, giving real examples from your own experience, emphasizing interactive training methods that encourage participants to


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share their experiences and remain actively engaged, can make the training meaningful for everyone.

• Adult learning models suggest that for maximum attention and retention, “non-

lecture” activities be interjected approximately every ten minutes. Therefore, the curriculum is designed to be interactive, with instructor-generated questions for participants, small group activities, reporting, etc.

• People learn in different ways. According to Harvard educator Howard Gardner,

people fall into one or more of the following learning types: 1. Linguistic learner (values books, likes to talk about things he/she has read, good memory, enjoys interactive activities, highly verbal); 2. Logical-mathematical learner (curious about how things work, mentally computes measurements and formulas, enjoys challenging brain teasers and strategies, needs rational explanations and logic); 3. Spatial learner (reads tables, diagrams more easily than text, enjoys artistic pursuits, sees clear visual images, prefers illustrated reading material; 4. Bodily-kinesthetic (physically active, finds it difficult to sit for long periods, likes working with hands, needs to practice skills rather than reading or hearing about them); 5. Musical learner (sometimes hums, sings, or taps sounds while concentrating, too quiet is annoying, enjoys listening to music while doing things, has a rhythmic way of speaking or moving); 6. Interpersonal learner (enjoys socializing with others, is sought out by others for advice and counsel, enjoys group activities, prefers to talk over problems with another person rather than solving them by him/herself, shows leadership in groups).

Gardner, H., Frames of Mind: The Theory of Multiple Intelligences

The method of presentation for the training includes lecture with visual aids (using a PowerPoint® slide format). At the beginning of each slide program, a small version of the actual slide will appear. If you choose not to use PowerPoint®, the slides can be copied onto transparencies for use with an overhead projector. It is always a good idea to make transparencies as a back up in case the LCD equipment does not work. The slides are to enhance and clarify your presentation, not vice versa. Do not read or talk “to” the slides. Use a remote control to forward the slides so you are not limited to remain at the equipment the whole time you are teaching. Practice using the equipment before the training.

• Each module includes: (1) general information about how participants can begin to address school safety issues; and (2) the collective wisdom of the trainers who have


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worked with agencies to address, prevent and investigate school violence and safety issues, what worked, what did not work, and, most importantly, how to encourage a systemic approach. You may want to enhance the sections with experiences in your own agency. Do not make the training just about your experience. Use personal examples but balance with information from other locations as well.

• The curriculum includes lists of “examples” of typical responses from participants in

past trainings about school safety issues so the instructor has a sense of what to expect from the activity or questions he/she is posing. Additionally, the examples can be useful prompts for the instructor to stimulate discussion.

• The word “Activity” appears whenever there is an individual or small group exercise.

General discussion questions posed to the full group by the instructor are not listed as an “activity”.

• It is suggested that you allow six to eight hours to review the materials before you

instruct the program and plan activities. You should be able to present the materials with the PowerPoint® slides serving as a guide and not have to read their notes.

Team Teaching

• As you will most likely be training in teams, prior to the presentation meet or talk (i.e., conference calls) to the other team member(s) about who is the lead instructor, teaching methods and styles of delivery. You might also wish to discuss:

1. Does everyone feel comfortable if one team member interjects examples or ideas

during another team member’s presentation? 2. How will all the team members receive the same background information about

participants, key issues, etc.? 3. Determine goals and procedures for group activities. 4. Determine who leads discussions following group activities. 5. Have a back-up plan in case a team member is unable to train at the last minute. 6. Some teams may find it is useful to designate a “team leader” who is the main

person who introduces the next speaker, providing a common thread throughout the training.

7. Who will summarize each section, direct participant questions, etc.

• A team meeting the day before the training is suggested to finalize the training details and logistics.

• At the end of each training day, meet together as a team, debrief the training and

review daily participant suggestions and comments from the written evaluations and


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cards:

1. Discuss if the level of information and delivery style is appropriate; 2. Discuss overall strengths and weaknesses; 3. Review and discuss participant daily evaluations; 4. At the end of the entire training, provide each team member with a copy of the

participants’ written evaluations. Teaching to Maximize Effectiveness

• Arrive at the training room at least 45 minutes before the session begins. This allows time for you to be sure all the audio-visual equipment is there and functioning and that the appropriate room arrangements have been made.

• Tape on the wall two or three large blank pages from the easel pad for “Parking Lot”

issues and questions. These issues will be addressed throughout the training.

• Ask participants to turn off the ringers on their pagers and cellular phones (encourage the use of less disruptive notification systems such as vibration or digital display).

• At the beginning of the training, review ground rules with participants about talking,

listening, interrupting, handling disagreements, etc. • Review your own commitment and passion for the topic.

• Move around the room as you talk. Convey your energy about the work to your

audience. Do you believe what you are saying? • Be supportive, non-judgmental, and give compliments to participants: “That’s a good

question. I am glad you raised that…”

• Speak with knowledge, authority, and experience on this topic.

• Speak clearly and concisely.

• Challenge your participants with new ideas. Introduce fresh thinking about old problems.

• Talk to the group—don’t read to them.

• Keep language simple and avoid jargon; be clear. If acronyms or abbreviations are used,

explain what they mean (IACP, OJJDP, BJA, etc.).


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• Encourage participants to share their own experiences at the appropriate places, while at the same time, keep the pace moving along.

• Help participants who have difficulty presenting information by asking, “Is this an

accurate summary of what you are saying…?”

• After you answer a question from a participant, ask them, “Does that answer your question?” “Do you agree?” or “Has that been your experience as well?”

• Challenge participants to speak up and be engaged in the training. Always try to get

clear answers from participants and make sure that you fully understand the comments made. Ask for clarification if necessary. Encourage participants to be succinct in voicing their comments and concerns.

• Continually remind participants that the information presented during this training is

a combination of specific strategies and concrete examples as well as a philosophical change in the “way of doing business”. The programs are not “cookie-cutter” that can be transferred exactly from one school to another. Each jurisdiction is unique, with particular issues, demographics, economics, crime characteristics, personalities, and existing structures. Many of the curriculum concepts, however, are flexible enough to be formed to fit the different schools.

• Do not take things personally or become defensive. Encourage participants to think

critically and to challenge how policy affects schools, the students and the community. Participants may challenge and ask questions about what is contained in the curriculum or examples you use. That is all a healthy part of learning.

• During the first break, informally seek honest feedback from an audience member or

co-presenter. Ask for his or her perception of the training including room temperature, pace, appropriateness of information, presentation style, to level of participant’s interest and engagement. Make adjustments as needed.

• Allow adequate time for moving into small group exercises and make certain there is

adequate, pre-arranged space for the small groups.

• Many activities involve writing ideas on an easel pad. Be sure you can do this easily and still facilitate/instruct. Also, write large and legibly. You may also want to ask a participant to write the responses for you.

• Be flexible… issues arise, coffee is late, pagers go off, audio-visual equipment stops

working, people cough, egos emerge, guest speakers get stuck in traffic, someone forgets the nametags and participants have their own agendas. When you anticipate these things before they occur, some can be avoided but some simply cannot. Just keep


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going, recognizing that the best-laid plans sometimes have to be adjusted. Always have a back-up plan. A prepared trainer can go with the flow and still successfully present the materials.

Handling Challenging People

• Be sure your values and emotions are in check prior to teaching. Anticipate emotionally-charged, challenging comments such as, “parents who have guns should not be allowed to have their kids attend public school”, “all boys are screwed up”, “principals should carry guns”, and develop a response that is compelling, clear and reasonable. Choose words that are not “hot buttons” for people but rather help further communication and understanding.

• Encourage participants to be creative and non-traditional to bring about better results.

Help participants to use training as an opportunity to reflect on desired outcomes and how best to reach them.

• During the training, manage the discussion and do not let one or two people dominate.

Start a session by saying “I would like to start this discussion by inviting people who have not spoken much to give us their thoughts”. It is important that different viewpoints get expressed. Possible responses to difficult, controlling or domineering people include:

1. Politely interrupting them with a statement such as, “May we put that

on the back burner (or the “parking lot” list) for the moment and return to it later?” or “If it is all right, I would like to ask if we can discuss that on the break. There’s another important point we still need to discuss and we are running a little short of time.”

2. You can also jump in at a pause with, “That’s a good point, let’s hear

from some of the others” or redirect the conversation. “We have had several comments in support of this idea, are there different viewpoints in the room?” This gives the control of the training back to the instructor.

• A good instructor allows everyone a chance to speak and facilitates opportunities for

less vocal people in all parts of the room to be heard. If people do not participate in discussions or appear to have their minds elsewhere, call on them by name to give an answer, opinion, or recount an experience. However, do it in a way that does not put the person on the spot. Then praise the person for responding.

• If a participant is belligerent or rude, walk closer to the person, even standing next to

them.


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• If a discussion escalates and becomes highly emotional, divert the conversation away

from the people participating before it gets out of hand. “I think we all know how John and Bob feel about this. Now, does anyone else have a comment?” or validate their feelings or emotional reactions by saying something such as, “clearly this is a very emotional and difficult issue with differing viewpoints.” Intense emotions can also be a good indicator of major issues in the system (which is made up of people and values). You may want to give extra time for discussion to see if some clarity or understanding can come out of it.

• Another option with heated discussions is to take a break, talk to the person in

private, and be clear but polite with expectations

• As you go along, register steps of agreement and disagreement with participants. “Am I correct in assuming we all agree (or disagree) on this point?” or “you may simply agree to disagree on certain issues since each jurisdiction is unique”.

• If you need to control the person who “knows it all”, acknowledge the person’s

contribution and then ask others in the group for their opinion of the person’s statement.

• If you have a person who “knows their job and doesn’t want to be told how to do it”,

explain that he or she is just the individual you are looking for, that the training is to exchange ideas and points of view that will benefit everyone, and that their experience will be valuable to all. Make this person a resource and give them “responsibility” for others’ learning while keeping it under control and accurate.

• When a discussion gets off track say, “Your point is an interesting one, but it is a little

different from the main issues here, perhaps we can address your issues during the break or after the session”, or, “We will be talking about that later in Module X. Your points are very interesting; could you hold those thoughts until we get to that module?”

• If a person speaks in broad generalizations ask, “Can you give us a specific example on

that point?”, or, “Your general idea is a good one, but I wonder if we can make it even more concrete. Does anyone know of a case where…?”

• If a person in the group states something that is incorrect (yet no one addresses the

misinformation due to the person’s status), avoid direct or public criticism. You can graciously correct the information or use indirect methods to set the record straight such as analyzing a similar case or situation in another jurisdiction where the correct information is given. You may also want to talk to the person at the break and share the correct information.


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• You may choose to allow other participants to respond to difficult people in the class.

• Generally, try not to interrupt participants. Be respectful and listen. Be open yet firm

and manage the discussion keeping in mind what is best for the whole group.

Responding to Questions

• Anticipate the types of questions participants might ask and plan how to handle them. Before you begin the training, prepare a list of questions you are most likely to get and prepare your answers. You can also use these questions to stimulate group discussions throughout your presentation. Make sure your questions are designed to get thoughtful reactions to specific points. Do not ask questions that can be answered by a “yes” or “no” response. Open-ended questions generate better audience participation.

• Questions from participants are a good indication of the level of their awareness,

attention and interest in your subject. Questions have value in helping you to clarify, modify or fortify points or to test an idea for its potential. Remember that answering a question is impromptu. Pause if you need to, relax, maintain your poise, keep your answers short and to the point, and give the short answer first (e.g., yes/no) then explain why.

• Some issues or questions involving school safety may border on giving legal advice. Be

clear about when it is appropriate to refer a question to a lawyer in the group if he or she is willing to answer or suggest the questioner check with his or her own agency’s attorney.

• If you do not know the answer to a question, acknowledge that fact and offer to find

the information or check with the audience to see if anyone knows the answer. Not all questions have to be answered. Sometimes the most effective response is one that allows the audience to keep thinking about the issue or concern. Some instructors keep a running list of questions or issues on a displayed easel pad (“Parking Lot” issues) and come back to the questions throughout the training.

• When a person asks a question, restate the question for the entire group and direct

your answer to the audience, not the individual questioner. Make sure everyone has heard the question. Rephrase questions that are unclear or rambling. Diffuse emotional questions by politely asking for clarification.

• Avoid a one-to-one conversation/argument with a participant.


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Activities: Small Group, Large Group and Team Activities The curriculum for SHOCAP is a highly interactive 3-day program. The majority of the time will be spent with participants working—either in small groups, large groups, or with their team. In order for the activities to achieve their goals, the facilitator must: • State the objectives of the activity. • Make sure all participants have the proper page references. • Review the activity prior to breaking into groups or beginning individual work. • Answer questions about the activity. • Explain the schedule and reporting requests. Once the activity begins the facilitator must: • Circulate around the room and get feedback on whether the activity is meeting its goals. • Be available to answer questions. • Remind the group of the time. After the activity the facilitator must: • Provide an atmosphere for reporting and critiquing. • Focus on elements of the report that relate to the goal of the activity. • Summarize before going to the next element of instruction. Because of time, not all groups may be able to “report out” following an activity.


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Group Discussion To conduct effective group discussions: 1) Plan and prepare. • Do your homework. Learn your subject. • Know the limits of your role. You are there to encourage and guide the discussion so that

the objectives are reached. You are not there to validate your own ideas, concepts, or philosophies.

2) Conduct the discussion. • Get full participation. Remember: Good discussions mean participation. All participants

should have an equal opportunity to contribute. • Keep the discussion moving, on target, and generally positive. • Give occasional summaries. Repeat the main points and issues frequently. • Listen carefully and intently. Show positive interest in the thoughts of the participants.

Build on their comments. Be sure to understand what they have said—paraphrase it back. Sincere, positive interest will set the tone for the group.


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Training Checklist

Ensure the following activities are completed and required equipment is in place:

All AV equipment is in place with extension cords taped to the floor to avoid accidents (microphone, LCD projector, laser pointer)

Test all AV equipment.

Screen.

Ensure you have other items you may need for the introduction exercise you select.

Masking tape.

Adequate room set up including tables for attendees, table for coffee, and a table for additional literature display.

Participant Workbooks are already on the tables or are picked up at the registration table.

Ensure there are enough easel pads and colored markers for attendee workshop groups (one easel pad and colored marker for each group of six to eight people).

Ensure there is enough room at the tables for attendees to sit comfortably and take notes. Hotel personnel often place the seating too closely together.

Check the room temperature and ask for it to be adjusted if necessary.

Know the locations of telephones, area restaurants, and restrooms. Know the checkout times and other housekeeping matters specific to your site.

Refreshments have been delivered.

International Association of Chiefs of Police SHOCAP Team Training

TRAINER MANUAL

DATE: November 2002 PREPARED BY: Barbara A. Collins, Barbara A. Collins Consulting Services Edward Yahnig, Curriculum Design Specialties, Inc. TRAINING OVERVIEW: This program is designed to be delivered to jurisdictional teams of 8-10 people, each representing a different community perspective, that plan to create a Serious Habitual Offender Community Action Plan (SHOCAP) for their communities. The training is aimed at teams who are just beginning or are in the early stages of Plan development. After the Introduction to the Training, the program defines the SHOCAP concept and provides step by step planning tools for the teams to work on while they are participating in the training. The goals include having teams draft plans they can take home with them to continue working together.

TIME FRAME

Three days (approx. 24 hours, including lunch hours and regular breaks)

PARAMETERS

Audience: SHOCAP Community Teams Number: 30-50 (Community teams of 8 to 10) Space: Large classroom w/ tables set up

for each team; arrange so that participants can comfortably see the facilitators and the visuals (e.g., PowerPoint slides, Easel pads), and can converse with one another for small group work.

GOALS

Community SHOCAP Teams will: 1. Commit to a comprehensive

approach for working with serious

EVALUATION TECHNIQUES

• Trainer’s observation of

participation levels • Participant questions and feedback

habitual juvenile offenders; 2. Determine how SHOCAP will be

defined for your team’s community; 3. Participate in a systems approach to

SHOCAP planning; 4. Draft materials and plans to begin to

implement SHOCAP in your communities;

5. Enhance your skills in leadership, problem-solving and collaboration;

6. Build your team’s motivation to see the SHOCAP through to full implementation;

7. Benefit from “lessons learned” in long-term SHOCAP sites;

8. Use the provided reference materials and identify other resources for on-going project support.

INSTRUCTOR MATERIALS

PowerPoint Slide files or color transparencies for each of the 8 modules Trainer Manual with designs for each of the 8 modules Markers – 24 (dark colors for visibility – black, brown, blue, purple, dark green) Masking tape – 3-4 rolls Participant Roster or sign-in sheet Basic Ground Rules on chart paper for Mod. 1 Card stock signs -- Love It and Hate It (8-1/2”X11”)

EQUIPMENT NEEDED

Easels with 24”X36” easel pads (at least 2 easels and 4 full pads; one easel/pad set per team if available) Laptop computer & LCD projector with extension cord and cart or table stand Projector screen OPTIONAL: Resource Table with reference material on existing SHOCAPs

STUDENT HANDOUTS

(1 per participant) Name Tags Participant manuals Participant list with contact information Background materials on OJJDP, IACP, etc. Day 1 Feedback Sheet Day 2 Feedback Sheet Materials for SHOCAP “commercials” for Mod. 5 (poster board, markers, magazines to

cut up, scissors, glue, etc. for each team) Training Feedback form OPTIONAL: Certificates of Completion

METHODS/TECHNIQUES Lecturette Large group discussion Individual assignments Small group assignments (case studies, brainstorming, analysis, etc.) and reporting

REFERENCES

The following books and materials were used as a basis for this lesson plan. The instructor should be familiar with the material in these reference documents to effectively teach this module.

• Serious Habitual Offender Comprehensive Action Program by Michael Peters, Amalia Cuervo, Eric Christopherson, and Gerald Croan

• Disproportionate Minority Confinement: Lessons Learned From Five States By Devine, P., Coolbaugh, K., and Jenkins, S. 1998 (December).

• The 8% Solution • NIC - Facilitation Skills for Managers by Barbara Collins, Susan Yeres and Gale

Smith • Sharing Information: A Guide to the Family Educational Rights and Privacy Act

and Participation in Juvenile Justice Programs - Program Report by OJJDP • SHOCAP Action Plan – Fairfax, Virginia • SHOCAP Training Manual for Instructors, designed by Public Administration

Service for the Office of Juvenile Justice and Delinquency Prevention (OJJDP) • 50 Activities for Developing Leaders, Lois Hart, Ed.D. • Training Clips: 150 Reproducible Handouts, Discussion Starters and Job Aids by

Mike Lynch and Harvey Lifton – HRD Press. • Goal Setting: Still the Best-Kept Secret of Success by Nancy Carlson Lewine • SHOCAP – US Department of Justice, OJJDP • Virginia Department of Justice Services – Crime Prevention Center • International Association of Chiefs of Police

SUBJECT MATTER EXPERTS

Gwendolyn Dilworth, OJJDP Donald Travis, Indiana Alvin Cohn, D.Crim., Consultant Keith D. Carr, Florida Gary Dalton, Indiana Amanda West, Virginia Margaret Rollins, IACP

International Association Of Chiefs Of Police

SHOCAP Team Training LESSON PLAN

LESSON TITLE: Module 1: Introduction to the Training PREPARED BY: Barbara Collins, Barbara Collins Consulting Services Edward Yahnig, Curriculum Design Specialties, Inc. DATE: Nov. 18, 2002 MODULE OVERVIEW: This module will begin with introductions of hosts, trainers and participants. It provides an overview of the training program and allows participant teams to ask questions and identify their priorities in terms of needs and expectations.

TIME FRAME

Day 1 – 8:30-9:30 am Time: 1 hr.

PARAMETERS


for each team; arrange so that participants can comfortably see the facilitators and the visuals (e.g., PowerPoint slides, Easel pads), and can converse with one another for small group work.

PERFORMANCE OBJECTIVES In this module, participants will: • Become familiar with the other training

participants; • Begin identifying and working with their

own jurisdictional group as a “team”; • Respond to the program goals and

agenda;



participation levels • Participant questions and feedback

1

• Identify their team’s needs and expectations for this training and how they can be met;

• Begin establishing ground rules for your team.


Slide Show Basic Ground Rules on chart paper

EQUIPMENT/SUPPLIES NEEDED

Easel pad & stands Markers Masking tape Computer & LCD Projector screen

STUDENT HANDOUTS

Participant manual Name Tags Background materials on OJJDP, IACP, etc. Blank chart paper and markers for each team

METHODS/TECHNIQUES Lecturette Large group discussion Small group assignments and reporting

REFERENCES The following books and materials were used as a basis for this lesson plan. The instructor should be familiar with the material in these reference documents to effectively teach this module.

• SHOCAP Training Manual for Instructors, designed by Public Administration Service for the Office of Juvenile Justice and Delinquency Prevention (OJJDP)

2



ICONS:

#_ = PowerPoint Slide #

P. _ = Participant Workbook page #

= Handout

= Paper charts (remain posted)

3

LESSON PLAN

TITLE: Introduction to the Training TRAINER NOTES PRESENTATION GUIDE

Welcoming Remarks 15 min.

# 1 Introductions 10 min.

# 2

• Representatives of OJJDP and IACP welcome participants

and briefly describe their agencies and explain their roles in the SHOCAP initiative, both the training program and on-going support functions. Refer participants to any written reference material.

• Host agency (if any) may welcome participants. • Briefly review any “housekeeping” issues and/or rules that

apply to the training facility. For example: o Location of restrooms o Location of phones; arrangements for emergency

messages o Smoking rules and designated smoking areas (if any) o Who to see in the event of problems

• Training team members introduce themselves briefly. Refer

participants to brief biographies in their workbooks for more information.

Participant Introductions: We’d like you first of all to be sure you are sitting with your entire team at one table. (Allow time for moving, if needed.) Now we’d like each person to introduce him or herself to the entire group by saying your name, the community your team represents, and your role on the team.

Introductions: • Name • Community your team

represents • Your role on the team

For example, “I’m John Doe. I’m part of the Cleveland team, and I’m the Head Counselor for the Central High School District.” Which team would like to go first? • Have all participants introduce themselves one team at a

time.

4

LESSON PLAN TITLE: Introduction to the Training

TRAINER NOTES PRESENTATION GUIDE Course Overview 25 min.

# 3

# 4,5&6

P. 4

# 7&8

Thank you very much. Training Goals: Over the next three days, you and your team will be working together to begin (or continue) developing a Serious Habitual Offender Comprehensive Action Program or S.H.O.C.A.P.

SHOCAP It is a comprehensive and cooperative case management process that enables the juvenile justice system to focus informed additional attention on youth who repeatedly commit serious crimes.

The goals or intended outcomes of this training program are (slide and manual):

Training Purpose Each jurisdictional team will draft a preliminary plan to create and implement a Serious Habitual Offender Comprehensive Action Plan

(SHOCAP) for their community.

Training Goals

Community SHOCAP Teams will: 1. Commit to a comprehensive approach for working with serious habitual

juvenile offenders; 2. Determine how SHOCAP will be defined for your team’s community; 3. Participate in a systems approach to SHOCAP planning; 4. Draft materials and plans to begin to implement SHOCAP in your

communities; 5. Enhance your skills in leadership, problem-solving and collaboration; 6. Build your team’s motivation to see the SHOCAP through to full

implementation; 7. Benefit from “lessons learned” in long-term SHOCAP sites; 8. Use the provided reference materials and identify other resources for

on-going project support.

Module 1 Objectives: This is the Introduction Module for the training and our objectives are:

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TRAINER NOTES PRESENTATION GUIDE

P. 3

# 9-11

P. 5

PERFORMANCE OBJECTIVES In this module, participants will: • Become familiar with the other training participants; • Begin identifying and working with their own jurisdictional group as a

“team”; • Respond to the program goals and agenda; • Identify their team’s needs and expectations for this training and how

they can be met; • Begin establishing ground rules for your team.

Training Schedule/Agenda: To accomplish those goals, we’ve broken the training down into modules. The three-day agenda is (manual):

SHOCAP Team Training Agenda

Tuesday – 8:30-4:30 Introduction to the Training What is SHOCAP? The SHOCAP Team – Roles and Responsibilities Wednesday – 8:30-4:30 Customizing SHOCAP for Your Community Thursday – 8:30-3:30 Marketing Your SHOCAP Evaluating Your SHOCAP Resource and Development Planning Next Steps - Refinement of draft plans, next steps, training feedback

Participant Workbook • Briefly review the contents of the Participant Workbook,

which includes: note pages with the PowerPoint slides for each module; worksheets for activities; samples of MOU’s, policies, organizational structures, etc. that will be referred to during the training; and Appendix with additional reference items.

Expectations Now that you’ve seen our goals and schedule for the training, we’d like you, in your teams, to identify: 1) any questions you

6



#12

P. 6

# 13 “Parking Lot” 5 min.

Chart 1

# 14

have about the training at this point, and 2) your team’s priority needs or expectations for this training (worksheet in manual). Please select a recorder and spokesperson for your group before you begin. You’ll have 10 minutes for this discussion.

Team Expectations Discuss in your team: 1) What questions do you still have about this training? 2) What are your team’s priority needs or expectations for the training?

• After 10 minutes, have the spokesperson for each group

report their questions. Answer these briefly. • Then have each team report their expectations. List these

on chart paper. Identify any that cannot be met in this training.

As facilitators we’d like to share our expectations of you:

Facilitator Expectations: • We’re here to help your teams • Time management to complete the training • Rotate facilitator, recorder and reporter roles in your teams • Be concise in your reports • Provide us with feedback on the training for future improvements

Because the SHOCAP concept is new for most participants, there will be questions and ideas that come out during the training that are going to be addressed later in the program or that are unique to one site. One way we can keep track of these is to record them when they come up on a “Parking Lot”, a piece of chart paper kept up on the wall. If something comes up in the large group, the Facilitators will add it to the list. If something comes up in your teams, you can write it on a Post-It Note and stick it up on the Parking Lot. We’ll check it twice each day and answer questions at appropriate times, either with the whole group or just for the team that has the question or issue.

Trainer Note: Remember to do this!

7


TRAINER NOTES PRESENTATION GUIDE Ground Rules 15 min.

Chart 2

P. 7

Training Ground Rules: One of the basic assumptions in SHOCAP is that agencies will share information with one another so they can work cooperatively to manage serious habitual offenders in their community. Sharing information, say between school counselors and police officers, requires that people trust one another and what will happen when that information is shared. Ground Rules are a way of helping people who don’t know each other or haven’t worked together identify the behaviors that are going to work in a particular setting. They can help short-cut the small annoyances and major misunderstandings that sometimes get in the way of people making decisions and cooperating. Setting and agreeing on Ground Rules is one tool you can use as you work together and involve others from your agencies in this process. For example, in this training program, we’d like to use the following basic Ground Rules (paper chart – to keep posted):

Ground Rules One person speaks at a time Listen openly to others’ ideas Ask questions to make sure you understand Differences of opinion and disagreements are okay – even likely Treat others with respect – no put-downs or ridicule

What other items would you like to add to this list for the training? • Ask the group if there are objections to the suggested rules.

If not, add their Ground Rules to list.

Now, in your jurisdictional teams, use the marker and chart paper to develop your own preliminary list of ground rules for working together. You can use some or all of the ones we have posted and add your own. These rules should be ones that will go back home with you, and be conveyed to others who may join you in the planning process. (As I said earlier, they can save a lot of

8

9



# 15&16

misunderstandings, especially for new people.) Your list doesn’t have to be completed now. A rule can be negotiated and added at any time. You have 10 minutes to begin your lists. You won’t have to share your ground rules with the large group. That concludes the Introduction to the Training module. Our objectives were:

PERFORMANCE OBJECTIVES In this module, participants: • Became familiar with the other training participants; • Began identifying and working with their own jurisdictional group as a

“team”; • Responded to the program goals and agenda; • Identified their team’s needs and expectations for this training and how

they can be met; • Began establishing ground rules for your team.

In the next module, we’ll be looking at what a SHOCAP is and the important components and elements that should be present. • Take a 10 minute break.



LESSON TITLE: Module 2: What is SHOCAP? PREPARED BY: Edward Yahnig, Curriculum Design Specialties, Inc. Barbara Collins, Barbara Collins Consulting Services DATE: Revised by B.A. Collins Nov. 18, 2002 MODULE OVERVIEW: This module will explore the definition, principles and components of SHOCAP. Participants will share the challenges and successes of working with serious habitual offenders as they look at different forms of media, examining the issues associated with juvenile crime and its impacts on society. Defining a SHOCAP will be a primary focus of this module, analyzing the principles and components that complete the program.

TIME FRAME

Day 1 – 9:30 am-12 pm Hours: 2 hours 30 minutes

PARAMETERS

Audience: SHOCAP Community Teams Number: 30-50 (Community teams of 8 to 10) Space: Large Classroom w/ breakouts

PERFORMANCE OBJECTIVES

In this module, participants will:

• Given different forms of media, examine issues associated with juvenile crime and relate how it impacts society.

• Examine a SHOCAP concept and

speculate on the benefits associated with its success.


• Trainer’s observations • Participant feedback • Final implementation plan

1

• Given the typical outcome of

SHO’s, determine how SHOCAP can impact the offender’s future.

• Given the components of a

SHOCAP, outline how it is similar to and how it differs from current community programs.

INSTRUCTOR MATERIALS Slide Show



STUDENT HANDOUTS

Participant manual Media for group exercise

METHODS/TECHNIQUES Lecture Group analysis

2

REFERENCES



• SHOCAP US Department of Justice – OJJDP • Virginia Department of Justice Services – Crime Prevention Center • International Association of Police • Disproportionate Minority Confinement: Lessons Learned From Five States By

Devine, P., Coolbaugh, K., and Jenkins, S. 1998 (December). • The 8% Solution

SUBJECT MATTER EXPERTS Gwendolyn Dilworth, OJJDP Donald Travis, Indiana Alvin Cohn, D.Crim., Consultant Keith D. Carr, Florida Gary Dalton, Indiana Amanda West, Virginia Margaret Rollins, IACP



= Handout


3

LESSON PLAN

TITLE: What is SHOCAP? TRAINER NOTES PRESENTATION GUIDE

Juvenile Crime Info [Antic. Set] 10 min.

# 1

# 2 Juvenile Crime and its Impacts [Instr. Input] 30 min.

Ask Participants: Why do you think you need this program? Possible Response: Because of the problem that we have with serious habitual offenders; we’re seeing younger more aggressive offenders; to help these kids before it’s too late; to identify offenders so we can keep track of them; because we’re so inconsistent in how we decide which youth to concentrate our resources on. The truth is that while there may be several crimes committed in your community by juveniles, for the most part the juveniles involved in these crimes will not re-offend. Only a small percentage of these juveniles will be repeatedly involved and may be considered serious habitual offenders.

6% to 8% of male juveniles account for approximately 60% of the serious

crimes committed by juveniles

The bottom line is that only a small percentage of the juvenile population is responsible for the bulk of the serious juvenile crimes. The rate of criminal activity for a juvenile increases dramatically for age 14 to 18 with serious property crimes, drug involvement, and school problems occurring in the 13 to 18 year bracket. Ask Participants: What motivated you to become involved in this specific program? Possible Responses: Have a vested interested in the children of our community, I am concerned about the future of our community, believe that it is important, and feel that our programs may not be working or that they need a new and fresh direction. Motivation to become involved in the preservation of our children isn’t a hard concept to grasp but what to actually do about the issue is a different matter. I want to take this opportunity to explore the issue of juvenile crime and some of its impacts. Team Exercise: Break participants into jurisdictional teams and have each team review the statistical data, newspaper clippings and other

4

LESSON PLAN TITLE: What is SHOCAP?


# 3

PP. 9-17

informational materials in the Appendix. Tell the teams the following: Individually, I want you to examine the materials on pages 9-17 in the Participant Workbook.

Team Exercise • Review the information on pp. 9-17 • Discuss:

–Challenges and successes working with habitual juvenile offenders in your community

–Impact of SHO’s on your community, the offenders and other youth

Select a group spokesperson to take notes and share your thoughts with rest of the group in 30 minutes. Ask Participants: While the statistical data reflects a downward trend in juvenile violence, it still reflects that a significant percentage of serious crimes. How do these crimes affect your community? Possible Responses: Will vary but could reflect that it causes increased concern of residents, increased expenses related to crime prevention… Ask Participants: What impact do you think these crimes will have toward the future of the children involved in them? Possible Responses: Without corrective guidance their lives could steer toward prison or worse. More of the worst and last of the best for those youth who are typically disproportionately impacted. This is a big concept and this is also the main reason that you are involved in not only attending this program but working with other projects. It’s your concern for the children of your community and the concern for the children of our future that brings you to these programs. During this program we are going to explore SHOCAP, how it works and how to set it up, but in this particular module we are going to look at what a SHOCAP is, and an overview of the guiding principles and elements. To do this we are going to use the following Performance Objectives as a guide:

5



# 4 & 5

P. 8 What is SHOCAP? [Instr. Input] 30 min.

# 6

P. 18

Performance Objectives • Given different forms of media, examine issues associated with juvenile

crime and relate how it impacts society. • Given the typical outcome of SHO’s, determine how SHOCAP can

impact the offender’s future. • Examine a SHOCAP concept and speculate on the benefits associated

with its success. • Given the components of a SHOCAP, outline how it is similar to and

how it differs from current community programs.

So what is a SHOCAP? • Review the definition on slide:

What is SHOCAP? It is a comprehensive and cooperative case management process that

enables the juvenile justice system to focus informed additional attention on youth who repeatedly commit serious crimes.

OPTIONAL: Trainer shows slides with photos of programs/sites that are using the SHOCAP concept. This will provide participants with a point of reference. Trainer should point out that these sites are different in makeup, policy and guidelines but each uses the overarching principles and concepts. Trainers should point out that these are not necessarily SHOCAPs they must model after; rather they are examples of SHOCAPs that are working.

Two things are key to this definition; one is that it is a cooperative case management process. This process allows multiple agencies and stakeholders to become involved in an advanced informational sharing process, which bring us to the second notation, that the process is informed. The program takes not only the information that is developed by your particular agency/organization but also the information from all the partners in the SHOCAP. This allows for a much more informed decision on the SHO. SHOCAP focuses particular attention on:

6



P. 18

# 7

P.18

# 8

• Providing relevant and complete case information for more

informed dispositional and sentencing decisions; • Avoiding duplication of and filling gaps in services; • Planning for and supporting reintegration into family and/or

community (where there is removal); • Preventing juvenile recidivism and graduation to the adult

criminal justice system; • Developing individualized case management plans to monitor,

supervise and intervene in delinquent behavior;

SHOCAP Focus • Case information • Avoiding duplication & gaps • Reintegration • Preventing recidivism • Individualized case management

Towards these ends,

SHOCAP brings together: • law enforcement • schools • juvenile corrections • courts • community partners to utilize all available resources to enable youth to become productive citizens.

Formally established in 1983 by the Department of Justice, Office of Juvenile Justice and Delinquency Prevention, SHOCAP builds upon the organizational development process first created under the Law Enforcement Assistance Administration’s Integrated Criminal Apprehension Program (ICAP). The ICAP approach provided a systematic means for gathering and analyzing criminal information which would be utilized for planning police activities. SHOCAP, which is based on ICAP, encourages all juvenile justice agencies to adopt a coordinated, interagency approach. While this is where SHOCAP comes from, its center of attention is toward the future and the future is our children. SHOCAP focuses on partnerships in communities; relies on community engagement; and utilizes the communities as resources to help

7



# 9

P. 19

re-direct youth, with families being part of the process. There are several principles that guide the SHOCAP concept and while some are rather simplistic in nature they are the focus of the program.

SHOCAP Concept • Its foundation • Alternatives to incarceration • Community approach • Cooperation • Children can change

• First, SHOCAP gets its foundation from the past, which

has allowed us to build on our successes and learn from our mistakes. The program you implement should also benefit from the successes of the SHOCAPs already in place but also provide you with an opportunity to examine the “lessons learned” so that you don’t encounter the same problems.

• SHOCAP also needs to reflect that there can be and are

successful alternatives to incarceration. But this success needs to provide for intensive intervention or it won’t succeed.

• Working toward these alternatives to incarceration is an

organized, directed community approach which is armed with a desire to help the SHO.

• Key to this community approach succeeding is the

concept that agencies can and must cooperate. • Cornerstone to all these principles and concepts is the

underlying belief that children (the SHO) can change. Without this thought foremost in the minds of all involved, SHOCAP will become an overwhelming challenge.

Ask Participants: What are your feelings regarding these principles? Possible Responses: Will vary. So how are these principles put into practice? While the detailed information to answer this question will occur over the course of

8


TRAINER NOTES PRESENTATION GUIDE Program Comparison [Instr. Input] 5 minutes

# 10-14 [Heading outlines of What is SHOCAP]

P. 20-25

this program, I want to give you an opportunity to see the whole picture. To do this you’re going to have an opportunity to examine an overview of this information in your jurisdictional teams. • Briefly (5 minutes) review the topics and subtopics in the

What is SHOCAP section of the Participant Workbook, pp. 20-25.

What is SHOCAP

Program Components Program Management

• Goal(s) and Objectives - As was said earlier, the Serious Habitual Offender Comprehensive Action Program (SHOCAP) is a comprehensive and cooperative case management process that enables the juvenile justice system to focus informed additional attention on youth who repeatedly commit serious crimes. The primary mission may be stated somewhat differently in each community represented but it usually reflects that SHOCAP is intended to hold SHO’s accountable for their actions and to ensure the safety of the public. Secondarily, the program assists these youths and their families. SHOCAP has four main goals:

o To provide a structured, coordinated juvenile justice system

focus on habitual juvenile offenders. o To establish specific juvenile justice policies that enhances

the effectiveness of system procedures for handling habitual juvenile offenders.

o To promote public safety by identifying, tracking, arresting, and prosecuting the most violent habitual juvenile offenders.

o To identify pre-Serious Habitual Offender (pre-SHO) juveniles and provide early intervention services designed to prevent these juveniles’ development into SHO’s.

• Memorandums of Understanding (MOU) – Is a written agreement,

signed by all members of the jurisdictional team, outlining the parameters of the authorization of a SHOCAP and which enables the partners to use the system more effectively to respond to serious juvenile crime. The purpose of the MOU is to commit the community partners and agencies they represent to the development and implementation of similar networking processes at the operational level among participating agencies in SHOCAP. This process will involve the coordination and promotion of effective communication, information sharing and effective responses to public safety and rehabilitation needs of citizens in the jurisdiction. It also commits member agencies to ensure that roles and responsibilities are met.

9



• Definition of Serious Habitual Offender – Each community must determine what a SHO is within their community. As communities’ dynamics vary, so do the parameters of the serous habitual offenders. It is up to the community partners to determine exactly what constitutes the SHO.

• Roles and Responsibilities of Partner Agencies – SHOCAP is a post-

adjudication process, however it does enable juvenile-related agencies to share necessary information concerning juveniles who have met the criteria. All SHOCAP agencies contribute to the program individually and as a team. Each agency has a role in three specific areas:

o Case management for SHO records which entails building

complete case records on serious juvenile offenders from all SHOCAP agencies, updating these records, and communicating case information to those who need to know.

o Information management among SHOCAP agencies is used to maintain a consistent link and flow of case information among themselves.

o Community control of SHO’s by each juvenile justice agency is represented by the activities that each agency is responsible for in monitoring SHO activity, appropriate placement of SHO’s and controlling SHO behavior.

• Program Evaluation – The SHOCAP program must be continually

evaluated to determine its effectiveness. This evaluation examines the impacts on the SHO, the intra/interagency SHOCAP policy and procedure and the effectiveness of the interagency cooperation.

• Media Relations – the media needs to be involved in a positive approach

to the SHOCAP. Early involvement by the media is encouraged to help the program in its initial attempt to generate a positive atmosphere surrounding the program. This will also allow the community partners and the media to begin/continue to build a positive support system.

• Committee Structure/Documentation/Info Sharing & Distribution – Once a

SHOCAP is established through the action of a local governing body (in some situations/states such as Indiana, there is no governing body i.e. legislative council, commission, that must establish SHOCAP), and then a SHOCAP committee must be established. The committee shall be comprised of representatives from local law enforcement, schools, prosecuting attorney, court services, juvenile detention centers, mental & medical health agencies, state and local children and family service agencies, and the Department of Juvenile Justice. The members shall represent those within their agency who are direct services providers to the identified SHO. The committee shall identify the lead agency which will serve as primary coordinator for the implementation of the program. This multi-jurisdictional committee shall determine representation from each agency of the committee. A SHOCAP committee may share information with any other SHOCAP committee from any other jurisdiction which has been established and meets the specified qualifications.

• Resource Development – Resources for the SHOCAP are a shared

10



commitment of the jurisdictional partners. While SHOCAP has a nominal cost factor, it is important that the community provide each other with information and referrals to resource providers.

• Meetings – The multi-jurisdictional team will need to meet on a regular

basis for the implementation process to move forward. This facilitated meeting will consist of the team developing the foundational aspects of the SHOCAP and outlining the communication process. Both inter-agency and intra-agency implementation plans must be developed.

Case Management - Case management for SHO records which entails building complete case records on serious juvenile offenders from all SHOCAP agencies, updating these records, and communicating case information to those who need to know.

• Assessing Resource Needs – an ongoing assessment should be conducted on the SHOCAP program to determine what resources are required and which community member can share that resource. While it is realized that some partners may absorb the bulk of resources shared, all have an important role and all have something to share.

• Identifying/Linking to Need - A process is also required to identify the

resource need and to determine how best to link to it.

• Data Collection and Analysis – entails the establishment of data collection and dissemination process of SHO from participating agencies. This includes obtaining information such as arrest figures, crime rates, and juvenile files from all agencies in the system. Determining the quality of the information needed and determining the mechanisms for regular and consistent collection of information from agencies in the system. Analysis of the database from which criteria for qualifying as a SHO can be developed as well as a process for early identification of SHO’s.

• Selection Criteria – Directly related to Definition of Serious Habitual

Offender, communities must determine exactly what criteria makes up a SHO. This will aid the committee in correctly targeting the correct individuals for the SHOCAP. The parameters need to be written out and agreed to by the committee members.

o DMC/Racial Profiling - For more than a decade, the Office of

Juvenile Justice and Delinquency Prevention (OJJDP) has been a leader in efforts to reduce the overrepresentation of minority youth in the Nation's juvenile justice system. Disproportionate Minority Contact (DMC), or the overrepresentation of minority youth in juvenile detention and correctional facilities, is the most visible manifestation of this problem, which occurs at all points in the juvenile justice process. Concerned with this issue, SHOCAP looks at DMC racial profiling to ensure that race doesn’t fall into the selection criteria.

11



o 1988 amendments to the Juvenile Justice and Delinquency

Prevention Act require States participating in OJJDP's Formula Grants Program to make efforts to reduce the proportion of minority youth in secure facilities if that proportion exceeds the proportion the minority represents in the general population. As part of this requirement, States must identify the extent to which DMC exists, assess the reasons for DMC if it exists, and intervene to reduce DMC. In 1992, addressing DMC was elevated to a core requirement of the JJDP Act, with States that fail to demonstrate efforts to reduce the overrepresentation of minority youth in confinement at risk of not receiving 25 percent of their annual Formula Grants allocation.

• JIIS Management - A key component of the SHOCAP is the

informational sharing that is done between the community partners. By sharing information from a variety of fields can strengthen partnerships between agencies which are already engaged with each other in addressing common issues related to juveniles and make more informed, proper decisions regarding juveniles possible.

o Access to File - To ensure that SHOCAP is supported a high-

quality information system must be in place and must include the community partners. Policies and procedures need to be developed necessary for gathering and sharing information in a secure and confidential manner. This may take several steps but is vital to the program.

o Confidentiality – While confidentiality is a legitimate concern,

in most cases there are no legal barriers to sharing information. Rather it is the policies associated with these laws or a narrow interpretation of the laws or policies, or a lack of policies and procedures at the agency level which have been used to inhibit the sharing of information. Each participant in the jurisdictional community must be aware of the ways in which they are legally allowed to share information.

• When following up on JIIS management you need to ask these

questions:

o What information needs to be shared? o Who has the information? o What barriers exist to sharing? o What benefit can be gained from the information?

• Reporting Out – the process of "reporting out" on cases is a key

feature of the case management/staffing meetings.

o Case Management/Staffing Meetings - meetings info. on SHO’s would be provided and discussed, program status

12



reviewed and related case disposition managed. Collaboration/Partnership Building

• Community Outreach – Many municipalities have implemented community outreach programs aimed at increasing the assistance for public safety, education, mental health and health services. SHOCAP also explores resources from the community.

• Knowledge of Existing Resources – Community partners must be

aware of all the services and resources that the partners can provide. This is to ensure that resources are correctly provided and not wasted through service duplication.

• Monitoring Capability

o Using Shared Resources – A complete inventory of the range and type of services/resources provided by each agency at each level of custody or control should be taken. Strategies should be developed which ensure that the SHO receives the proper services and that this information is communicated to all partners so that the service isn’t duplicated.

• COPS - The purpose of Community Oriented Policing is, simply

stated, to make the Police Department and Police Officers as efficient as we possibly can be within a legal and ethical framework. Community Oriented Policing is built on the premise that the Police Officers are much more efficient when they know what they are looking for, as opposed to driving aimlessly about hoping to stumble upon a criminal act or waiting to be called after the fact. We gain this knowledge by talking to persons who have such knowledge, including school officials, students, citizen's groups, business owners or employees, as well as those suspected of or convicted of crime. This communication occurs when the civilian who has the information both knows and trusts the officer and is confident the officer will help and will act appropriately on the information. This trust is further built through the rapport that develops naturally between the citizen and the single Police Officer; it will not develop if the person who has the information is required to share it with an endless parade of uniformed strangers. In essence, Community Oriented Policing is a matter of giving people what they deserve. The innocent deserve the highest level of protection we can give. They also have the right to feel secure, and this may be as important as actually being secure. The guilty, on the other hand, must feel that criminal acts will be discovered and prosecuted, or at the very least they will become an object of our unremitting attention. This endeavor depends on the cooperation of the citizenry and will succeed or fail based on the effort, industry, imagination, and social skills of the person who actually does the work. SHOCAP reinforces this concept and community partners make every effort to invoke a positive image of the program.

13


TRAINER NOTES PRESENTATION GUIDE Program Comparison [Guided Practice] 40 minutes

# 15

Teams

• Selection – The committee members shall represent those within their agency who are direct service providers to the identified juveniles. Members do not have to have the highest position within their agency but must be in a position of authority which will allow them to share information and actively participate in the community team.

• Training – Community team members need to be trained in the

aspects of SHOCAP, their role in the program, and their role as it applies to the SHO.

• Development – Each participant will share information regarding the

SHO to the other team members. Development of internal policies and procedures are required to establish guidelines regarding the presence and needs of the SHO’s.

• Sustainability – A Memorandum of Understanding will assist in

outlining the commitment to the team and the responsibilities of each. Ask Participants: What are your feelings regarding the SHOCAP concept and components? Possible Responses: Will vary. In your jurisdictional teams I want you to review and discuss the Components of a SHOCAP on pages 20-25. Then compare these to the programs or activities that you currently employ in your community and indicate which components you currently have and which ones you need. You also need to point out any challenges that you may see. Select a spokesperson and be prepared to report out in 45 minutes.

In your teams: • Compare these SHOCAP Components to what your community is

doing now – identify what you have now, and what you still need • What challenges do you expect for your community?

• Have each team present their information. • Summarize similarities and differences between the team

reports.

Ask Participants: What components of the SHOCAP can assist you in the development of a joint agency/community project? Possible Responses: The Memorandum of Understanding is

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TRAINER NOTES PRESENTATION GUIDE Benefits of SHOCAP [Instr. Input] 10 min.

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P. 26

probably the most significant “tool” to assist in the joint cooperation of partners. Policies and procedures addressing program components will aid in a clear understanding of responsibilities. Now that you’ve had an opportunity to discuss the components of SHOCAP, I think it is important that the benefits of this program are explored. Ask Participants: Given what you now know about SHOCAP, what benefits can be derived from interagency exchange of information? To get an idea of what this might be, I want you to work in your groups:

Benefits of SHOCAP In your teams: Develop a list of potential benefits that SHOCAP might provide for: • Agencies • Community • Offenders and their families

I’m going to give you 5 minutes to develop your list. Trainers’ Note: Facilitator should develop a master list of benefits based on the groups report. Place the information on easel pad and post. An option to the group exercise would be to brainstorm the list rather than have the groups develop them. Group Activity: Benefits of SHOCAP Desired benefits to be identified:

• More accurate identification and targeting of problem juveniles.

• More complete profile of SHO’s from which to make placement and service provision decisions.

• Improved collection and sharing of information regarding the behavior of SHO’s.

• More effective use of resources by serving those juveniles with the greatest need and risks in programs appropriate to their needs.

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TRAINER NOTES PRESENTATION GUIDE Evaluation and Closure 5 min.

# 17&18

• Improved cooperation among agencies. • Improved system credibility by removing the frustration of

the “revolving door syndrome”. • Improved prosecution of SHO cases and information for

sentencing. • Reduces inappropriate release/diversion of SHO at

discretion points. • Provides support for handling problem juveniles and joint

supervision. • Growth of mutual respect, improved knowledge and

understanding of each others’ role in the juvenile justice system.

• Discovery that all agencies are working toward the same goal where SHO’s are concerned.

• Reduction in duplication of services and realization that each agency can help the other reach a common goal.

• Shared responsibility. • SHO are less likely to fall through the cracks.

As you can see by these benefits that effort that you put forth as a team will greatly increase your ability to meet the challenges of the SHO. Not only will it make the work you do more effective but since you aren’t duplicating services it will increase your productivity, decrease your workload and misuse of resources. This module was entitled What is SHOCAP? During this module we explored the definition, the concept and the components of this program. We looked at the idea that this is a cooperative program that allows partners to make a more informed decision on the SHO, increasing the quality of supervision that is provided to the juvenile. The principles of the SHOCAP reflect an increased information flow, avoiding duplications, individualized case management, preventing recidivism and supporting reintegration back to the community. We moved through this module using several different performance objectives:

16

17



Performance Objectives • Given different forms of media, examine issues associated with

juvenile crime and relate how it impacts society. • Examine a SHOCAP concept and speculate on the benefits

associated with its success. • Given the typical outcome of SHO’s, determine how SHOCAP

can impact the offender’s future. • Given the components of a SHOCAP, outline how it is similar to

and how it differs from current community programs.

One of the exercises that you completed took a look at the program components and gave you an opportunity to get a brief look at what they entail. In the coming modules we will take a more in depth look at these components starting with what your role and responsibilities will be in the SHOCAP.



LESSON TITLE: Module 3: The SHOCAP Team PREPARED BY: Edward Yahnig, Curriculum Design Specialties, Inc. Barbara Collins, Barbara Collins Consulting Services DATE: Revised by B.A. Collins Nov. 18, 2002 MODULE OVERVIEW: This module will explore the benefits of team and agency cooperation to create a SHOCAP in their community. Examining the roles and responsibilities of the community team will allow participants to determine the expectations of their agency and their function within the community partnership. Also explored in this module will be the importance of facilitation within the community partnership.

TIME FRAME

Day 1 – 1 pm-4:30 pm Hours: 3 hrs. 30 mins.

PARAMETERS

Audience: SHOCAP Community Teams Number: 30 – 50 (Community teams of 8 to 10) Space: Large Classroom w/ breakouts


At the conclusion of this course, participants will be able to:

• Determine the roles and responsibilities of the community team;

• Conduct a community partnership

analysis and establish the combined community team’s assets;



1

• When given a case study,

determine how cross-agency cooperation can impact the effectiveness of SHO management;

• Facilitate through the dynamics of

the community partnership, according to the information in this module.

INSTRUCTOR MATERIALS Slide Show

EQUIPMENT/SUPPLIES NEEDED Easel pad & stands Markers Masking tape Computer & LCD Projector screen

STUDENT HANDOUTS Participant manual

METHODS/TECHNIQUES Lecture Group analysis Case study

2

REFERENCES



• SHOCAP US Department of Justice – OJJDP • Virginia Department of Justice Services – Crime Prevention Center • International Association of Police • NIC - Facilitation Skills for Managers by Barbara Collins, Susan Yeres and Gale

Smith





= Handout


3

LESSON PLAN

TITLE: The SHOCAP Team TRAINER NOTES PRESENTATION GUIDE

Exercise [Antic. Set] 15 min.

P. 28 & 29 [Answers, p. 147 & 148]

# 1

Before we start this section I want to give you an opportunity to take a break from the training module and do something fun. Trainers Note: Start set with a team building project using one of the two optional exercises. Option #1: Have participants turn to the Brain Teaser #1 in their Workbooks and have them work on it alone. Give them approximately 2-3 minutes. Process Brain Teaser #1 and tell them the correct answers. Have them do Brain Teaser #2 as a group in their community partnerships. Again give them 2-3 minutes. After both exercises are completed have the participants tell you the difference when working on the Brain Teasers alone as compared to in a group. Option #2: Use a single paper cup as a prop. Ask everyone to think of as many uses for a paper cup as they can in 30 seconds. (Most individuals will come up with 4 to 6 uses.) Next have them move into groups of 2 or 3 and give them 30 seconds to think of as many uses for the paper cup. (Usually about 11.) Finally have the participants move to their community partnerships and in 30 seconds have them brainstorm the ideas as a group. (Normally the group has 20 to 30.) This exercise demonstrates to participants how teamwork can improve brainstorming sessions. Relate this to the team concept that they need to have when working in a community partnership. Ask Participants: Did you do better when working as a group or when working on your own? Desired Response: Better in a group. Ask Participants: Why do you think that is? Possible Response: More creativity, broader perspective, greater I.Q. when combined, larger range of experience. This was a simple exercise yet it reflects that working as a team is easier than working alone. This will be true in the SHOCAP program. You will need to work together if you want this program to succeed.

4

LESSON PLAN TITLE: The SHOCAP Team TRAINER NOTES PRESENTATION GUIDE

# 2&3

P. 27 Travis – Case Study [Guided Practice] 30 min.

PP. 30-34

# 4

In this module we will address not only working together but also what you and your agencies’ role is and what you have to offer to SHOCAP. We will do this by using these Performance Objectives:

Performance Objectives • Determine the roles and responsibilities of the community team; • Conduct a community partnership analysis and establish the

combined community teams assets; • When given a case study, determine how cross-agency

cooperation can impact the effectiveness of SHO management; • Facilitate through the dynamics of the community partnership,

according to the information in this module.

This module is entitled SHOCAP Teams but why should you work together? Before you answer that I want to give you an opportunity to look at a profile of a young man who became lost in the system. To start this project I want you to form groups by discipline. That is, all the people who represent law enforcement will form a group, those from schools or education, those from the courts and those from social services or other partners. • Have them sit together in these discipline groups. • Have each group refer ONLY to the page(s) that contain

Travis’ records from their own discipline: - Travis: School Records, p. 30 - Travis: Child Protective Services (social services)

File, P. 31 - Travis: Law Enforcement Record, pp. 32-33 - Travis: Court Files, p. 34

Travis – Case Study • Review the Case Study information • Determine what your own agency would have done, using only

that information.

I’m going to allow you 10 minutes to complete your assignment in these groups.

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# 5

P. 149-153

• After they’ve looked at the individual agency information and

made a decision about Travis, refer them to pp. 149-153 in the Appendix for the full record:

Travis – A Case Study • Review the full case in the Appendix • With your team, decide how your response would change with

the combined information

I’m going to allow you 15 minutes to complete your team assignment.

Issues in Cross Agency Cooperation Travis – Lost in the System

1979 January 24, 1979 Subject’s mother was reported to welfare –

children started a fire in home and home filthy with feces on floors.

March 1, 1979 Subject returned to father’s home. Wardship

terminated. June 19, 1979 Subject’s father arrested for Check Fraud. September 5, 1979 Subject enrolled in Roosevelt Elementary School-

Kindergarten. (6 years of age) October 19, 1979 Subject’s mother was reported to welfare.

Subject’s brother “B” had bruises and scrapes. Abuse indicated.

1980 August, 1980 Subject arrested for Arson/Mischief. November 4, 1980 Subject transferred to Pettit Park Elementary

School- First grade. (7 years of age) 1981 January 22, 1981 Subject transferred to Lincoln Elementary School. September 1981 Subject enrolled in Petit Park Elementary School-

Retained in First Grade.

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September 21, 1981 Subject arrested for Theft. 1982 February, 1982 Subject transferred to Sycamore School. (8 years

of age) October 4, 1982 Subject enrolled in Lincoln Elementary School. 1983 April 27, 1983 Subject arrested for Mischief. 1984 April 12, 1984 Subject’s father was reported to welfare for

performing oral sex on step-son. (9 years of age) August 1984 Subject enrolled in Sycamore School, Grade 4.

Subject tested for placement in Special Education, was placed in a Mentally Handicapped Class.

September 25, 1984 Subject’s father was reported to welfare for

molesting step-son. October 10, 1984 Subject transferred to Bon Air School. November 2, 1984 Subject’s father was arrested for Child Molest and

Incest. 1985 February 6, 1985 Subject transferred to Darrough Chapel School. April 18, 1985 Subject arrested for Arson-Mischief. April 26, 1985 Subject arrested for Mischief. 1986 February 2, 1986 Subject arrested for two counts of Arson. Subject

detained in Shelter Care. February 3, 1986 Subject released to mother at detention hearing. April 28, 1986 Subject failed to appear for Initial Hearing. Pick-

up order issued. May 5, 1986 Subject placed in Shelter Care. May 11, 1986 Subject arrested for Possession of Marijuana

7


while in Shelter Care. Transferred to Howard County Jail.

May 12, 1986 Subject released to father at detention hearing.

Subject transferred to Petit Park School. September 4, 1986 Subject enrolled in Sycamore School. September 24, 1986 Subject’s brother “A” arrested for Burglary. (12

years of age) December 5, 1986 Subject arrested for two counts of Theft. Subject

placed in Shelter Care. 1987 February 10, 1987 Subject withdrawn from Sycamore School. Moved

to Columbus, Indiana with father and step-mother. April 24, 1987 Subject committed Burglary and Theft in

Columbus, Indiana. Transported to Kokomo by Sheriff’s Department. Subject was placed in Shelter Care. (13 years of age)

April 28, 1987 Subject enrolled in Sycamore School. May 2, 1987 Subject escaped from Shelter Care. May 7, 1987 Subject arrested for escape. June 9, 1987 Subject’s father sentenced to three years at

Indiana State Farm for another Molest charge. July 31, 1987 Subject’s father arrested for another criminal

offense. August 15, 1987 Subject arrested for Theft. August 19, 1987 Subject sent to Indiana Boys School Diagnostic

Unit for evaluation. (14 years of age) October 16, 1987 Subject placed on two years probation. November 15, 1987 Subject arrested for Burglary – was placed on

Home Detention. November 24, 1987 Subject arrested for False Informing. 1988 February 21, 1988 Subject arrested for Attempted Theft. (14 years of

age)

8


August 5, 1988 Subject’s brother “A” arrested for Conversion. August 16, 1988 Subject’s brother “A” arrested for Conversion. October 6, 1988 Subject arrested for Arson, Arson/Mischief,

Burglary and Trespass. Subject detained in jail. October 6, 1988 Subject’s brother “B” arrested for Theft November 9, 1988 Subject committed to Indiana Boys School. November 23, 1998 Subject’s father released from Prison. December 5, 1988 Subject’s brother “A” arrested for Theft. December 23, 1988 Subject’s brother “A” arrested for Conversion. 1989 January 24, 1989 Subject’s brother “A” arrested for Arson and Theft. February 9, 1989 Subject’s brother “A” placed at residential

institution. March 1, 1989 Subject involved in institutional child abuse.

(Subject, age 16, masturbated an 18 year old male at Indiana Boys School).

April 20, 1989 Subject involved in reported institutional child

abuse. Subject performed oral/genital sex on fellow resident at Indiana Boys School.

April 21, 1989 Subject reported to state welfare investigator that

his father would fondle his genitals at ages 3 and 4.

July 14, 1989 Subject paroled from Indiana Boys School. September 1989 Subject enrolled in Kokomo High School 9th grade. Ask Participants: Now that you’ve had an opportunity to look at “Travis” how would the additional information that you would have received from the other agencies in your community have impacted your decisions? Possible Responses: I could have reduced the response time, I could have more accurately determined what needed to be done, I could have avoided unnecessary steps, and I could have intervened earlier in his life to possibly prevented continued incidents.

9


Additional Benefits of Interagency Cooperation [Instructional Input] 10 minutes

This is only one example of a child that is intertwined in the juvenile system. As a community you have come together to respond to a growing need to intervene in the lives of children that are making bad decisions or that are thrown into challenging situations. There are things that each agency can do but together you will be able to do much more. Ask Participants: Refer to the Benefits they listed at the end of Module 2. Since you have had an opportunity to work on a joint case study, what additional benefits can you see to interagency cooperation in a SHOCAP? Possible Responses: Will vary but may include: the team approach works better to help kids, kids get lost in the system and this would allow for increased tracking, it will increase the overall ability of the community to help their kids. • After the answers are provided add the following advantages if

they have not been mentioned.

1. Diminishes duplication of effort (your job becomes easier) – many of the services agencies provide are duplicated by other agencies in the system. Specifying responsibility for each agency reduces ambiguity.

2. Limited staff and budget - all local government agencies have

staffing and financial constraints. Working together can eliminate service voids common when staff and funds are limited.

3. A coordinated effort enhances case management and service

delivery. 4. Sharing information about juveniles enables agencies to make

more informed, better decisions about punishment and services needed. This improves system effectiveness for the juveniles and the public.

5. A complete profile of the juvenile enables prosecution to make

better cases. • Refer participants to pages 133-135 in the Workbook for

10


# 6 & 7 [Includes “soccer ball” graphic] Improving Cooperation [Guided Practice] 45 minutes

What’s in it for… [These will be used again in Marketing Your SHOCAP.]

These are some important issues that emphasize how working together toward a specific goal, in this case a SHOCAP, can make your agency and your job more productive. Considering productivity and working together, let me ask you a question: By a show of hands, how many of you have ever been involved in a team sport? I see several of you have. The international sport of soccer is a good example of a team working together toward a goal. If the players really do their job they will lead the league and eventually become recognized as the best in the business. But before they can become a quality team they need to know what each player can contribute, what they can do for the team and each player needs to know their role in the team and what their responsibilities will be. The SHOCAP community partnership has many of the same dynamics. You need to know your role and responsibilities if you are going to contribute to the team. The team, in turn needs to know what you have to offer and how it can best be put to use. Cooperation and working together form the foundation of SHOCAP. Learning and understanding each others’ role will improve interagency communication. Many of you may already know your community partners but some of you may be coming together for the very first time and I think it is very important the at the team members of a SHOCAP know about each other, not just each others names and where they work

SHOCAP Partners Law Enforcement Courts Prosecution Juvenile Corrections Social Services Schools

Trainer Note: Randomly place participants of each community partnership in pairs or triads. Then explain the following: Phase 1: In your pairs or triads, follow the instructions for Phase

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# 8

P. 35

# 9

# 10

1 on the slide:

Phase 1: In pairs: • Introduce yourselves – name, position & background; • Discuss your agency’s goals and philosophies as they apply to

SHOCAP; • Identify at least three (3) ways to improve cooperation between

your agencies and other community partners.

Phase 2: After 20 minutes I want the dyads/triad teams to mix with two (2) other teams and share the information they developed.

Phase 2 In your new groups: – Introduce yourselves – Discuss your agency’s goals and philosophies as they apply to

SHOCAP – Identify at least three additional ways to improve cooperation

between your agencies and other partners

Phase 3: After 20 minutes I want you to return to your community teams and repeat the process.

Phase 3 In your teams: – Discuss your own agency’s goals and philosophies as they apply

to SHOCAP – Identify at least three ways to improve cooperation between

your agency and other partners

Ask Participants: What did you discover during these two discussions? Possible Responses: That the community partners have a lot to offer and a true desire to help kids while keeping the public safe. Cooperation is a key component to the success of the SHOCAP. Without that cooperation the program will not succeed. In this exercise you had an opportunity to get to know your community partners and their agency’s goals. While this is important the most important thing was that you developed some ideas that will help your committee move forward in a cooperative spirit. However, no matter how cooperative you may be sometimes you

12


Effective Meetings [Instr. Input] 20 minutes

have trouble agreeing. As with any group you need to have some form of agreement in order to move forward in the committee process. All of you will be involved in this project but it will be important to know that the group has a clear direction to meet its goals and this means that there needs to be someone to direct the process. This doesn’t necessarily mean that one person will be the leader but it does mean that the person who will direct the committee process will have to have some skills in facilitation. In this next section we are going to take a brief look at some of the skills needed to facilitate a committee. Ask Participants: By a show of hands, how many of you have led a meeting or chaired a committee? Possible Response: Will vary. Ask Participants: Of those of you who have held this position, what challenges did you face? Possible Responses: Unclear goals, unclear directions, meeting members failing to cooperate or becoming involved in an argument, and challenges in reaching a decision. Meeting and committees can be very challenging, especially given that the dynamics of each meeting are somewhat different. Now this program isn’t about how to develop facilitation skills however, one of the challenges that face the SHOCAP committee partners is that the committee process seems to stagnate. So the information that we are going to cover will address the basics of the facilitation skills need to move through a meeting. Preparation Before you facilitate a meeting or committee you first need to prepare for it. There are three things that need to happen to prepare for an effective meeting. Trainers Notes: Have participants turn to their manual and allow a couple of minute for participants to read the preparation notes.

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# 11

P. 36

#12&13

Preparing for a Meeting • Purpose • Agenda • Logistics

Preparing for a Meeting

Purpose: This means determining what needs to be accomplished. Each meeting should have a focus or a purpose to avoid wasting your own and others’ time. The purpose should be announced when members are notified of the meeting so they can be prepared to participate. Or the group can decide on the purpose for its next meeting when the date and time are established. Agenda: This should reflect specific steps or tasks to be accomplished and should include the name of the person who will present that item and an approximate time that will be spent on that item during the meeting. The number and items should be reasonable or everyone will be frustrated. Asking the group members ahead of time to contribute to the agenda provide a sense of ownership and responsibility for the group’s work. Logistics: Are sometimes forgotten but are important aspects of a meeting. Reserve a meeting room, decide if refreshments are necessary and arrange for them, make sure that the room is set up for everyone’s comfort and ability to see, make sure that the equipment needed for the meeting is available and make sure that if handouts are required, there are enough for all.

Ask Participants: What questions do you have about preparing for a meeting? Possible Responses: Will vary. Preparation for a meeting will put many concerns you have to rest and will allow you to concentrate on the meeting itself. As a facilitator you play a key role in moving the process on the meeting forward and you have certain responsibilities:

Role of the Facilitator Agenda Introductions Be positive Remain neutral Keep the focus Encourage participation Protect ideas Do not evaluate Work with a recorder

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P. 37

Role of the Facilitator

Agenda – While we have mentioned the agenda, it will be your job to prepare the agenda and process to follow. Introductions – Make sure the group knows your name and the roles you and your recorder will play. Take time to have all participants introduce themselves, this is especially important if you have new members or guests present. Be positive - You serve as a positive force in the group, setting the tone so that the very best solution can be found. You must resolve any doubts you have about any issue the group will be discussing so you can leave your own negativity behind. Remain neutral – You must remain neutral during the meeting because your role is to facilitate the group’s process. If you have valuable ideas or opinions that are essential to the discussion, add your input after they give theirs. Keep the focus – Keep the members’ focus on the task, problem or issues. Encourage participation – Encourage participation by all group members by monitoring excessive talkers and encouraging the quieter members. Confront problem behaviors that interfere with the groups’ process. Protect ideas – Always protect individuals and their ideas from attack by other members of the group. This is a ground rule that everyone is asked to follow. Do not evaluate – Do not evaluate the ideas that are suggested. Instead, encourage contributors to explain the background behind their ideas. Work with a recorder – You will be busy facilitating, so have someone else record during the meeting and use the information to prepare a group memo.

Ask Participants: How many of you attend meetings on a regular or semi-regular basis? Possible Responses will vary. During these meetings you have always accomplished everything you set out to do, correct? (Desired response – no) Earlier I asked you to think about the challenges you faced when chairing a meeting and while the responsibilities are different when acting as a chair, if the meeting isn’t facilitated well the frustration will

15


# 14

P. 38

also affect the meeting participants. One of the biggest challenges facing not only the facilitator but the whole group is its ability to make a decision. While it is okay for a group to have some challenging dynamics, it isn’t productive if this continues to a point that decisions can’t be made. There are some questions that a group can ask itself to help organize its work.

Making Decisions The following are questions that a facilitator can ask a group to help

them make decisions: • What are you going to decide? • Who will make the decision? • What criteria will you use to make your decision? • Who is affected by your decision? • When must you make your decision? • What tool will you use to make your decision? • What is your decision this time?

While these questions might seem rather simplistic, you’ll be amazed at how many times this will assist a group in moving forward in the decision making process. Another thing you can do is to reassure the group that even the most effective group needs time to make a decision. A simple problem may be resolved quickly but a complex problem may invoke different ideas and opinions that are difficult for the group to move through and the process might take longer. Your role, when facilitating your SHOCAP community, is to help the group define the problem or issue clearly, define criteria for the solution or outcome they want, select a decision-making tool or process and encourage them to stay with the process until the decision is made or a plan for solving the problem is reached. Here is a Problem Solving Process that will assist you in your facilitation of meetings and on-going work groups:

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# 15

P. 38

PP. 39-41 Memorandums of Understanding [Instr. Input] 5 min.

P. 42

P. 43-82

Problem-Solving Process

Accurate description Gather information Describe - if things were going well Brainstorm Criteria and priority Assessment Pick the best and implement

Trainer Note: Also refer to Facilitation – Working With Ideas – pp. 39-41. On your own you need to take time to read these facilitation techniques and apply them when your community team is challenged in reaching a decision. Ask Participants: What questions do you have about facilitating a meeting? Possible Responses: Will vary. Your abilities as a facilitator are important and will help your community partners achieve the SHOCAP goals but there are other areas that will also help you in increasing the cooperation that needs to be generated for SHOCAP. One of the measures that can be taken, and has been found to be very beneficial, is a Memorandum of Understanding (MOU). Trainers Note: Refer/provide participants to examples of Memorandums of Understanding –pp. 43-82. This document is made by and between the agencies that will makeup the SHOCAP committee representatives. This letter of commitment identifies which agencies will be involved and specifies that these parties and their agencies will work in cooperation with the members of the SHOCAP to coordinate and promote:

Memos of Understanding Identifies which agencies will be involved and specifies that they will

work in cooperation with the other members of the SHOCAP.

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# 16&17

P. 83-86 Roles and Responsibilities Exercise [Guided Practice] 1 hour

MOU’s help with: • Effective communication, • Information sharing; • Effective responses to public safety; and, • The rehabilitative needs of the SHO.

While these are not an all inclusive listing of the areas addressed in the MOU it does reflect a commitment of its members to the SHOCAP. Now I want to tie all this together. Remember I used the analogy of a baseball team and how each member of the team has a role and a responsibility? While commitment may come in the form of a MOU, it is still important to the team that it knows what each member will provide, and with this in mind, I want to once again look at your role and responsibilities in the SHOCAP. Throughout the SHOCAP process the knowledge you have about your partners and their roles and responsibilities will help your SHOCAP succeed. In your manual are examples of the SHOCAP community partnership’s Roles and Responsibilities. Take a minute and read the information that addresses you or your agency. • Give them 2-3 minutes to find and review the material. While this isn’t an all inclusive list, it does give you an idea of what you need to develop. Looking at the roles and responsibilities that are listed I’m sure that you’ll have some questions, concerns and ideas for additional responsibilities and we need to find out what they are. To do this I want to give you an opportunity to explore these ideas in your functional groups (groups of the same occupation). • Break participants into functional groups. Assign a facilitator

from with in the group to help keep the group on track.

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# 18

pp. 83-86

# 19

pp. 87-89 [Worksheet]

Roles and Responsibilities

In your functional groups: Review the roles and responsibilities identified in the example: • Identify any responsibilities that may not apply to your agency

and any concerns • Add any new responsibilities that you feel may apply (with an

explanation).

It will be necessary for you to keep good notes as you will individually, have to relay this information in the future. You will have 20 minutes to complete this part of the project. • After 20 minutes, move participants back into jurisdictional

teams and assign a new facilitator.

Roles and Responsibilities In your teams: • Each member should share suggestions on his/her own

agency’s roles and responsibilities for SHOCAP. Record these. • Discuss responsibilities that are not addressed • Discuss who will be involved from each agency and any

concerns about how agencies will work together. • Begin to draft your MOU, including identifying the lead agency,

and specific roles in the SHOCAP for team members

You will a have 1 hour to work on this project. Your team facilitator will present the teams accomplishments at the end of this time frame. Ask Participants: What impact do you think the MOU will have on the cooperation for the SHOCAP committee? Possible Responses: Will provide a clear commitment to the SHOCAP project, will help ensure that participation from community agencies that impact the SHO, will aid in identifying specific responsibilities of each agency/representative. Ask Participants: How do you think that identifying the roles and responsibilities of the partners impacts cooperation. Possible Responses: It allowed me to see that I won’t be the only one involved, it allowed members to see ways to streamline the process, and it will aid us in determining the best way to work with the SHO.

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Lessons Learned [Instr. Input] 20+ min.

# 20

P.90 [Notes]

Ask Participants: Facilitators, what challenges did you have or what challenges can you foresee in the dynamics of your community partnership? Possible Responses: Staying on track, keeping within the specified time frame, controlling the flow of information. During this module you have had the opportunity to really get to know your community partners and to explore part of the road that lies ahead. However when you travel down a road, even one that appears to be smooth and straight, there may be a pothole that you can’t always see and sometimes the pothole gets so big that you have to take a detour. Potholes and detours take time and can cost money. The best way to avoid these obstacles is to talk to someone who has traveled the road before and allow them to tell you about the “rough road ahead” so that you can avoid it. To increase the ability and reduce the frustration of your community partnership we want to examine some of the “rough roads” that some of the SHOCAPs have already traveled. These “lessons learned” can be looked at as SWOT (strengths/ weaknesses/opportunities/threats) from existing SHOCAP communities and from SHOCAP evaluations.

Lessons Learned: • Don’t have one strong leader • Leadership in community is key to success • MOU’s are essential • Bring partners in up front to be part of initial decisions • Involve the community • SRO’s can be partners

• Don’t have one strong leader or the program will end with that person’s

concepts (facilitation and team participation is important to ensure this doesn’t occur);

• Leadership in community is key for project success (each agency needs to show commitment);

• SHOCAP requires official Memorandums of Understanding; • Bring partners (including the community) in up-front so they can be a part

of the initial decisions; • It is important to have the community involved – not just the agencies; • Include school resources officers (SRO’s) as partners. (an existing

connection between police and schools – create some precedents for sharing information and cooperation);

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Evaluation and Closure 10 min.

# 21

• The electronic record system should wait until the partners have developed trust and the habit of sharing information based on face-to-face and telephone communication processes. Then the electronic system can be designed to meet needs and may actually be used.

Ask Participants: What challenges can you see with the concept of a community partnership? Possible Responses: Disputes about agency responsibility and territory, reluctance to share information, personal agendas, disagreements about the roles and responsibilities. Ask Participants: What things have been addressed in this module that can help over come these challenges? Possible Responses: Memorandums of Understanding, facilitation techniques, a clear picture of the roles and responsibilities of the community partners. Ask Participants: Why is a team effort so important in the SHOCAP concept? Possible Responses: The team approach works better to help the kids, It helps avoid losing the kids in the system, and it increases the ability to make a qualified decision on the status of a SHO. OPTIONAL: This was an intense module that will help you move forward in developing the SHOCAP in your community. Always consider the child when struggling with cooperation issues. It’s difficult to move toward a new concept but consider the benefits identified. Keep in perspective:

Remembered Benefits • Diminishes duplication of effort • Helps address limited staff and budget • Coordinated effort of case management and service delivery • Better information = better decisions • Complete profiles for prosecution

• Diminishes duplication of effort [Many of the services agencies provide are

duplicated by other agencies in the system. Specifying responsibility for each agency reduces ambiguity.]

• Limited staff and budget [All local government agencies have staffing and financial constraints. Working together can eliminate service voids

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#22&23

common when staff and funds are limited.] • [A coordinated effort] enhances case management and service delivery. • [Sharing information about juveniles enables agencies to make more

informed] better decisions about punishment and services needed. [This improves system effectiveness for the juveniles and the public.]

• A complete profile [of the juvenile enables] prosecution [to make better cases.]

During this module we moved through several aspects of the SHOCAP team using these as a guide:

Performance Objectives In this module, participants: • Determined the roles and responsibilities of the community team; • Conducted a community partnership analysis and established

the combined community teams assets; • When given a case study, determined how cross-agency

cooperation can impact the effectiveness of SHO management; • Facilitated through the dynamics of the community partnership,

according to the information in this module.

While this has been a challenging section of the program it will really help you as we move into the next module and begin looking at customizing SHOCAP for your community.

Wrap-up for Day 1 5-10 min.

• Refer them to the Agenda in their manuals.

Tomorrow, we’ll begin with Customizing SHOCAP for Your Community, and look at internal and external Marketing issues. • Make any necessary announcements and reminders for Day

2. • Thank them for their participation. • Hand out Day 1 Feedback sheets (or refer to the overall

evaluation) and have participants complete them.



LESSON TITLE: Module 4: Customizing SHOCAP for Your Community PREPARED BY: Edward Yahnig, Curriculum Design Specialties, Inc. Barbara Collins, Barbara Collins Consulting Services DATE: Revised by B.A. Collins Nov. 18, 2002 MODULE OVERVIEW: As your needs change so do the needs of your community. This module will look at molding a SHOCAP to meet the needs of the community. Starting with developing a goal for the SHOCAP in their community, partners will move through the module exploring examples and parameters of SHO’s from other communities, and then create parameters for the SHO’s living in their local area. After outlining these parameters, communities will look at communication practices, possible barriers and options to increase interagency sharing.

TIME FRAME

Day 2 – 8:30 am-4:30 pm Hours: 7 hours

PARAMETERS

Audience: SHOCAP Community Teams Number: 30 – 50 (Community teams of 8 to 10) Space: Large classrooms w/ breakouts


At the conclusion of this course, participants will be able to:

• Outline the goals, objectives and guidelines for their SHOCAP;

• Given examples and parameters of

the SHO, community partners will



1

contour specifications that identify the SHO’s in their neighborhood;

• Given the roles and responsibilities

of the community participants, create an organizational structure that will reinforce the SHOCAP concept;

• Examine information sharing

practices and determine how to increase communication flow between community partners, while still remaining within legal parameters.

INSTRUCTOR MATERIALS Slide Show Card stock signs -- “Love It” and “Hate It”



STUDENT HANDOUTS Participant manual Sharing Information Program Report

METHODS/TECHNIQUES

Lecture Group analysis Case study

2

REFERENCES


• Sharing Information: A Guide to the Family Educational Rights and Privacy Act

and Participation in Juvenile Justice Programs - Program Report by OJJDP • SHOCAP Action Plan – Fairfax Virginia • SHOCAP Training – 1990 by OJJDP • Training Clips: 150 Reproducible Handouts, Discussion Starters and Job Aids by

Mike Lynch and Harvey Lifton – HRD Press. • Goal Setting: Still the Best-Kept Secret of Success by Nancy Carlson Lewine


Gwendolyn Dilworth Donald Travis Alvin Cohn, D.Crim. Keith D. Carr Amanda West Margaret Rollins Gary Dalton



= Handout


3

LESSON PLAN

TITLE: Customizing SHOCAP for Your Community TRAINER NOTES PRESENTATION GUIDE

Day 2 Opening 15 min. Highlights of Existing Programs [Anticipatory Set] 60 min. SHOCAP Mission, Goals [Anticipatory Set] 15 minutes

# 1

Love it

Hate it

• Summarize the feedback from Day 1 and respond as

necessary. • Preview the Agenda for Day 2 • Form a panel of 2-4 facilitators who represent operating

SHOCAPs. Each person 5-15 minutes (depending on number of presentations) to present the highlights of what his/her program has learned as it grew.

What questions do you have about how these programs are operating? • Presenters respond to questions. In the last module you began to outline the roles and responsibilities of your SHOCAP concept. Your role and responsibilities related to what you or your agency can provide the SHOCAP but to truly determine what needs to be provided you need to know the program goals. Ask Participants: How do you feel about setting goals? Possible Responses: Will vary.

Optional – Place signs on opposite sides of the room, where there are no obstructions between the signs and participants can stand between them. One sign should say “Love It” and the other should say “Hate It”. Ask all participants to stand in between the signs at a point that reflects their feelings about goal-setting.

Ask participants to share why they feel the way they do. Trainer Note: Be sure to get answers from a broad range of participants. Share with the group that it is common to have a wide range of responses. Ask participants: Whether you like to set goals or not, can you agree that goals are important?

4

LESSON PLAN TITLE: Customizing SHOCAP for Your Community TRAINER NOTES PRESENTATION GUIDE

# 2,3&4

P. 91 SHOCAP Mission [Instr. Input] 30 minutes

# 5

P. 92

Trainer Note: Based on how important they think a goal is, have them adjust their location in the line. Most will agree that they may not like to set goals they do feel they are important. Once this is emphasized ask participant to return to their seats. In this module we will explore not only the goal of your SHOCAP but some other critical areas of this program through the following performance objectives:

Performance Objectives In this module, participants will: • Outline goals, objectives and guidelines for their SHOCAP; • Given examples and parameters of the SHO, identify criteria for

SHO’s in their neighborhood; • Given the roles and responsibilities of team members, create an

organizational structure that will reinforce the SHOCAP concept; • Examine information-sharing practices and determine how to

increase communication flow between community partners, while remaining within legal parameters.

Prior to developing the goals of your SHOCAP you need to have an idea of its mission. While we are not going to discuss strategic planning and building mission statements, it is important to realize that before a goal can be developed, you need to have a solid idea of the direction that your community is taking. If you determine that a mission statement may need to be developed then you need to consider what needs to go into one.

Mission A mission statement provides direction to the organization and answers some important questions: • Who are you? • What business are you in? • Who are your customers? • Who, inside and outside of the organization, do you serve? • What do you provide your customers?

Trainer Note: If the issue of “Who are our customers?” comes up, poll the participants for the response. The goal is to realize that whether they are internal (meaning the community partners) or external (meaning everyone that SHOCAP may affect, including the SHO) that SHOCAP will provide a service.

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# 6

# 7

# 8 &9

P. 92

Mission statements are brief, general statements of where the organization is going.

They should have a long duration. Some organizations have maintained a mission for five to ten years or more. The mission must be broad enough to meet your customers’ needs and specific enough to capture the uniqueness of your organization, differentiating it from other functions. Whether you decide to develop a goal or not is up to your specific community however, it is important to keep in perspective where your organization is going. • Show slide of sample Mission.

Sample Mission: The aim of the SHOCAP is to enable juvenile-related professionals to use the system more effectively to respond to serious juvenile crime.

Goal The tie in for goals is that they move toward the accomplishment of the mission. Goals are statements of desired outcomes that describe what must be maintained or changed to move closer to the mission of the organization.

Goals: • Few in number; • Critical business outcomes; • Doable in one to two years; • Be general so as to allow for creativity in achieving them; • Have a target date; • And consider the customer’s requirements, the organizations

expectations, and the needs of the partners.

Goals

Consider: • customer’s requirements, • organizations expectations, and • needs of the partners.

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#10

# 11

P. 93

• Show slide of sample Goal.

Sample Goal: To reduce serious juvenile crime by 10% over the next two years.

Objectives Once you have determined what your goals are, you need to develop objectives to make these goals happen. Objectives contain the specifics of how the goal is to be achieved. Each goal should have a series of objectives that meet a certain criteria.

Objectives • Specific • Measurable • Understandable • Accountability • Realistic • Timely

It must be “specific”. State exactly what will be done using action verbs. The objective must support the goals and the mission (if one was developed) of the organization. It must be “measurable”. Ask Participants: Why do objectives need to be measurable? Possible Responses: They should establish quantitative measures and the methods of data gathering to determine if the objective is in the process of being met and what it will look like when it is met. There must be “accountability”. Identify the individual or group accountable for the objective. It must be “realistic”. Given the best and worst environment, the objective should be able to be met. If only partial achievement is expected in negative circumstances, scale the expected results. And it must be “timely”. Identify a short time frame for the

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# 12 Mission, Goals and Objectives [Guided Practice] 30 minutes

#13

P. 92-93 [Worksheet]

objective; usually this is done in weeks or months. When these are established early, these provide partners with critical indicators. While each objective must be measurable, successful criteria are the vital measures that indicate success at the goal or higher level. • Show slide of sample Objectives.

Sample Objectives:

• Establish a SHOCAP Steering Committee that represents varied perspectives by 11/30/2002;

• Develop a local SHOCAP plan by 3/31/2003;

• Set up interagency communication systems that improve SHO monitoring by 6/30/2003.

Ask Participants: What questions do you have about missions, goals and objectives? Possible Responses: will vary. While this is a “down & dirty” overview of missions, goals and objectives it does provide you with the basics that you need to tie this information into your implementation plan, which is exactly what I need for you to work on now. • Select a new facilitator within each group. Refer them to the

sample in the Workbook: Fairfax County Virginia’s SHOCAP Action Plan, specifically the example of the Mission Statement and the Fairfax County Goals and Objectives on pp. 94-98.

• Refer them to the Worksheet and examples on pp. 92-93.

In your teams

Draft: • Your SHOCAP Mission • At least one Goal • At least 3 Objectives that will lead to that goal

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Organizational Structure [Instr. Input] 20 minutes

# 14

While they don’t have to be specific at this time, they do need to meet the basics parameters that we have discussed during this module. Your objectives can be refined as you move forward in your SHOCAP. They will become clearer as you become more knowledgeable of the SHOCAP concept. Remember to consider the community, the SHO, and the juvenile justice and youth serving systems during your project. You will have 30 minutes to create your outline. Be sure to select a spokesperson that can walk the large group through the outline. • Process exercise by the having participants describe their

outline and fielding questions from the large group. Inquire if the goals and objectives meet the parameters set earlier.

Your mission, goals and objectives are critical and tie into your roles and responsibilities. To meet your goals and objectives you can’t work independently from each other. While we discussed your community team earlier, this next section looks at how your community partnership is organized. One of the areas of implementation that needs to be considered when developing a SHOCAP, after MOU’s, which reflect agreements that agencies will work together, is the development of an organizational structure.

Organizational Structure • You all have a role • Your own or existing committee • Your agency’s role • Additional representative • Program Coordinator or Chair

As community partners, all of you have a role in SHOCAP. However, to be successful in meeting your organizational goals, you need to have one or more structured committees. Keep in mind that, while a SHOCAP committee that is developed “on your own” can be a positive thing, it isn’t always necessary. If you have an existing juvenile committee you can always use it as a SHOCAP committee. Before we get into this aspect I want to address one more thing regarding your individual role in the community partnership.

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# 15

Your involvement in the SHOCAP is important but it goes beyond just your role, as it must be your agency’s role. This is not to say that you don’t care about this project, however your involvement is to represent your agency and you may not always be available to participate on this committee. With this in mind you need to consider an additional representative from your agency as a member of the SHOCAP team. This representative needs to be at least a line supervisor or manager, fully versed in the concepts, goals, objectives, policies, procedures and the role and responsibilities that their agency plays in SHOCAP. They also need to have some form of direct involvement which will assist them in staying abreast with the SHOCAP objectives. While all community partners will be represented, there needs to be a chair position to coordinate the many aspects of the SHOCAP. This position can be called the program coordinator, SHOCAP Chair, SHOCAP coordinator or any other title that the community chooses, the title isn’t the important thing what is important is what the chair does. Ask Participants: Why would a chair be important? Possible Response: You need someone to provide guidance and order to the committee. The community representative chair (or program coordinator) is someone who is from one of the participating agencies and is chosen to manage the interagency task force. Typical responsibilities include:

Chair/Program Coordinator • Develop task force agendas and plan meetings • Facilitate meetings • Act as a liaison

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# 16

P. 99

All members of the team have responsibilities:

All SHOCAP Members • Update the SHO files • Committees to: - Review collected information - Analyze near SHO/SHO profiles - Review case files

Different locations have different descriptions and duties assigned to the coordinator. • Refer to Grant County Indiana SHOCAP coordinator job

description: GRANT COUNTY COMMUNITY CORRECTIONS

PROGRAM: Project SHOCAP/SAFEPOLICY SUBJECT: Job Description: Coordinator The Coordinator will be responsible to the Director of Community Corrections or his designated individual. Professional qualifications consist of at least a bachelor’s degree and/or equivalent experience, with probation officer certification completed after hire. Salary range, wages and benefits are specified under the Project SHOCAP/ SAFEPOLICY funds for a full time position. Duties and responsibilities are as follows: 1. Coordinate the implementation and completion of the network

Data Base for SHOCAP/SAFEPOLICY. 2. Communicate with all SHOCAP/SAFEPOLICY team members

regarding meetings, training and collaborative agreements. 3. Maintain the criteria established for "at risk" and SHOCAP

juveniles to ensure target population is served. 4. Facilitate the SafeFutures Care Coordination Team meetings. 5. Maintain a yearly calendar with meetings scheduled for

SHOCAP team, SAFE POLICY team and Executive board which are held to discuss cases.

6. Disseminate information in a timely manner to all SHOCAP/SAFE POLICY members.

7. Maintain a complete SHOCAP/SAFE POLICY master file and profile.

8. Maintain contact with O.J.J.D.P. with regard to training and coordination of technical assistance.

9. Complete all necessary records or paperwork as assigned by the director or his designee.

10. Ensure memorandum of commitment are signed and processed. 11. Maintain the daily bulletin board and ensure all information is

placed on computer for daily review. 12. Other duties as assigned by the Director.

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P. 100-101

While the Chair may oversee the entire SHOCAP, all partners will have opportunities to share responsibility. All agency representatives on the SHOCAP committee will be responsible for developing a method of providing their direct service provides with the pertinent information on SHO’s within their agency. All may be required to update the SHO files. A task force or in the beginning several task forces, may need to be developed to review collected information, analyze near SHO/SHO profiles, and review case files. Remember that all tasks may not require the entire partnership to be involved. Meetings should be regularly scheduled to assess the SHO and the SHOCAP itself. The choice of the organizational structure can take many forms and does not have to take the traditional meeting format. For example the SHOCAP and SAFEPOLICY program developed in Indiana reflects an executive board and several teams as its structure. Trainer Note: Refer to Indiana SHOCAP/SAFEPOLICY program and other Organizational Structure examples.

Indiana SHOCAP/SAFEPOLICY The SHOCAP/SAFE POLICY concept is driven by the exchange of information and organized cooperation of agencies, to that end the program adheres to the following structure:

EXECUTIVE BOARD The executive board is the body which provides direction and support to the program. While the Chief Executive Officer of each agency is the actual representative to the board, it is more practical for each to appoint a member. The board will also include the SHOCAP Project Director. The selected members are to be top level managers in their respective agency. Traditionally school principals, office managers, area heads, or division commanders. The board meets every other month excluding a December meeting, then starting the New Year in January. The chairman or co-chairman will be elected from the floor in the November meeting of each year. A secretary will also be elected. The secretary will be responsible for keeping meeting notes and the mailing of meeting announcements and agendas. The board will resolve any policy issues which are brought to their attention by vote.

SAFE POLICY SCREENING TEAM The screening team is the body which actually works on the at risk list and discusses individual cases and action plans. The members of this team are selected by the agency executive. These members

12


are the line staff of the involved agency. Traditional members are vice or associate principles, school attendance personnel, school counselors, probation officers and school resource police officers. This body is the first line forum to exchange information. The "at risk" list is reviewed, individual cases are discussed and referrals made. Action plans designed for specific issues are outlined and enacted. This team meets once a month excluding June, July, and August. The chairmanship of the team is rotated alphabetically to each school representative in March of each year. The chair is responsible for the keeping of notes and mailing meeting agendas. The chairperson may also attend the executive board meetings.

SHOCAP SCREENING TEAM This team meets on a monthly basis. The membership is made up of representatives of the agency executive. These members are the line staff of the involved agency. Traditional members are vice or associate principles, school attendance personnel, school counselors, probation officers and school resource police officers. This body is the first line forum to exchange information. The team reviews actual candidates who should be given SHO status. The team forms and implements the action plan for each SHO. Members of this team meet with the SAFE SCREENING TEAM to exchange information and involve the other agencies in the action plans. The team is also responsible for the forming of SHO files with each agency contributing to the file. These files are reviewed at each meeting and update assignments given. This team also makes recommendations to the executive board for policy changes and criteria enhancement. The team is chaired by the SHOCAP Project Director. The Director of Community Corrections shall serve as a SHOCAP Project Director. The Project Director shall be responsible to produce and keep current the SHOCAP member list and disseminate it to member agencies. The Project Director shall be responsible to notify agencies of the SHOCAP file information requests. The SHOCAP Director shall be responsible to maintain the complete SHOCAP member master file and profile. The SHOCAP Project Director will also serve as the liaison with the Office of Juvenile Justice and Delinquency Prevention, United States Department of Justice and the appointed consulting agency for the program. The director shall also be responsible for the reports required by O.J.J.D.P. or the project consulting agency. Technical assistance offered by the O.J.J.D.P. or the project consulting agency will be evaluated by the screening team and reviewed with approval by the SHOCAP Project Director.

The organizational structure isn’t the only area that needs to be addressed. Policy is also an issue that you need to consider. Normally policy can address many things including:

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#17&18

P. 102 Organizational Structure [Guided Practice] 45 minutes

# 19

Policy can address:

• Memorandums of Understanding • Methods to identify early warning signs of potential SHOs • Methods to provide regular sharing, updating, and quality control

of the information between all components of SHOCAP • Proper placement of the SHO • Procedures to prevent the inappropriate pretrial release of SHOs • Design and implement a comprehensive case management

system to monitor SHOs

• Data collection and dissemination of documentations • Policies for sharing information • Case management system for individual SHO plans • Policies to ensure detention of SHOs after adjudication and until

placement • Create a supervision plan for the SHO • Provide for placement in aftercare programs • Community based services

As you can see policies can address many things including the responsibilities that each community partner must provide, as seen in another example from Indiana. Trainer Note: Provide participants with examples of policies. These examples will give you an idea of the format that you can develop. These are only examples as there is no one way to develop this structure but develop it you must and I’m going to give you some time to start on your communities organizational structure. • Select a new facilitator and tell the participants:

In your teams:

• Outline an organizational structure for your SHOCAP • Identify policies you may need to develop

Use the information and samples in your manual (pp. 96-103) as content examples, and the Worksheet on pp. 104 & 105. You’ll have 30 minutes to work on this project and then you’ll need to have your spokesperson ready to report out.

14


pp. 103-110 [Samples]

pp. 111-112 [Worksheet] LUNCH 60 minutes SHO Criteria [Instructional Input] 15 minutes

• Have teams report briefly the highlights of their plans

Now that you’ve sketched an organizational structure you’re ready to move forward in helping the Serious Habitual Offenders but before you can do this you need to determine who they are. You may think you have a clear idea of who the SHO’s are but you need to look at the criteria that identify this classification. Different communities have different ideas of who the SHO’s should be. Ask Participants: Why do you think the SHO description might be different from community to community? Possible Responses: Case load, urban vs. rural, different perceptions of the type of crime and number of times a juvenile is involved in illegal activity. There is nothing wrong with this. You have to build the SHOCAP based on the needs of your community. There are different ways to determine who is and is not a SHO and the truth is that it needs to be up to the community partners to set the parameters. Each jurisdiction in SHOCAP develops its own criteria. With some exceptions, such as Virginia, there is no required or mandated criterion that specifies a SHO. (You should always explore your state/local laws prior to making this determination.) The criteria should reflect a considered and distinct emphasis on the most serious juvenile offender, who has displayed repeated serious criminal conduct. The criteria are based on many factors impacting on the system of each jurisdiction. You have to determine what your crime problem is as far as juveniles are concerned. You have to determine how the system will work and you need to determine who needs to be in the SHOCAP system. You are going to have to develop criteria that all can agree to. You need to examine your particular community and set the parameters for your SHO.

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# 20

#21

P. 113

P.113-114

Who is the SHO in Your Community? There is no hard and fast rule governing the SHO criteria. You have to build the SHOCAP based on the needs of your community.

While there are no hard and fast rules governing the SHO criteria, but there are several examples in your Workbooks:

Sample SHO Criteria Collier County Florida Davis County and Salt Lake County, Utah Howard County, Indiana “Near SHO”

Suggested SHOCAP Serious Habitual Offender Criteria:

5 arrests with 3 arrests chargeable as felonies and 3 arrests within the last 12 months. Or 10 arrests with 2 arrests chargeable as felonies and 3 arrests within the last 12 months. . Or 1 arrest for 3 or more burglaries, robberies, or sexual assaults within the preceding 12 months. Or 10 total arrests, 8 or more for misdemeanor crimes of theft, assault, battery, narcotics or controlled substance abuse, possession of weapons and has 3 arrests within the preceding 12 months.

Different communities have set different criteria. Some utilize a points system while others have a specified format. For example:

Collier County Florida: • The youth must be at least 13 years of age at the time of the

disposition for the current offense and has been adjudicated on the current offense for:

o arson; o sexual battery; o robbery; o kidnapping; o aggravated child abuse; o aggravated assault; o aggravated stalking; o manslaughter; o murder; o unlawful throwing, placing or discharging of a destructive device

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pp. 115

or bomb; o armed burglary; o aggravated battery; o lewd or lascivious assault or act in the presence of a child; or o carrying, displaying, using, threatening, or attempting to use a

weapon or firearm during the commission of a felony. • The child has previously been committed at least 2 times to a

delinquency commitment program; • Is currently committed for a felony offense and transferred from a

moderate risk or high risk commitment placement. Davis County and Salt Lake County, UTAH: the SHOCAP criteria is: A youth who have been convicted of 8 or more misdemeanors or 4 felonies or 1 person felony or 1 firearm felony and have had a referral to juvenile court within the last 12 months are qualified as SHOCAP youth. Howard County Indiana: A SHO is a juvenile who has: • been charged and adjudicated of at least two (2) delinquent acts

that would be felonies if committed by an adult and has accumulated ten (10) points; OR

• accumulated fourteen (14) points with two (2) adjudications, one (1) of which involves a crime against a person, weapons offenses, or dealing in substances;

A juvenile offender is identified as a SHO according to a carefully defined point system based on the juvenile’s choice behavior: • Class A Felonies = 5 Points • Class B Felonies = 4 Points • Class C Felonies = 3 Points • Class D Felonies = 2 Points • Misdemeanors and Status Offenses = 1 Point

Additionally you may, as an intervention strategy, want to outline criteria for a juvenile that is moving toward a SHO status. An example of this can be seen in the criteria for a “Near SHO” utilized in Howard County Indiana:

A Near SHO is a juvenile who has: • been charged and adjudicated of at least two (2) delinquent acts

that would be felonies if committed by an adult and accumulated nine (9) points; OR

• accumulated fourteen (14) points with one (1) adjudication involving a crime against a person, weapons offenses, or dealing in substances; OR

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Create SHO Criteria [Guided Practice] 1 hour

# 22

# 23

• accumulated twenty (20) points with one (1) felony adjudication. A juvenile offender is identified as a Near SHO according to a carefully defined point system based on the juveniles choice behavior. • Class A Felonies = 5 Points • Class B Felonies = 4 Points • Class C Felonies = 3 Points • Class D Felonies = 2 Points • Misdemeanors and Status Offenses = 1 Point

As part of your implementation plan you have to develop your SHO criteria and I’m going to provide you with an opportunity to work on this section of your SHOCAP. Now you have an opportunity to begin the process of defining whom you will consider a “SHO” in your community. • Remind them to select a new facilitator within each group.

In your teams: • Consider the community you live in and the needs of this community • Create SHO criteria based on these needs.

You are free to utilize a points system and to develop“Near SHO” criteria. You will have 20 minutes to work on this part of the project. • Have each group present their criteria briefly.

Now that you have set your criteria I want you to use the case studies to see if they will work for you. • Refer participants to the SHO Profiles activity on pp. 109 &

110 and have them complete the exercise:

SHO Profiles • INDEPENDENTLY, read the case studies and decide if each

youth meets your SHO criteria • AS A TEAM, discuss your decisions and agree on which are

SHO’s • Answer the questions at the end of the case studies

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P. 116-117

SHO Profiles Erie County Indiana is a community of approximately 100,000 residents. The majority of the citizens, over 75,000, reside in the largest city, Skullville. Skullville has a large industrial base with four large corporations, which includes an automotive plant, a computer manufacturing plant, and engineering firm, and an accounting firm. The remaining citizens are equally divided between two small municipalities, Kendallville and Button City, which are considered rural. The major industry in Kendallville and Button City is farming. The community is comprised of three separate school corporations, serving each of the municipalities. Skullville High School has 3,000 students in attendance. The suspension rate for students ranks as the highest per capita in the state. Johnny Miller is a junior at Skullville High School. Johnny has been arrested twelve times for offenses that include: battery (3 times), felony intimidation (2 times), disorderly conduct (2 times), theft, felony battery with serious bodily injury, runaway, truancy, and incorrigibility (ungovernable). For these offenses, Johnny has been adjudicated for intimidation, felony battery, disorderly conduct and runaway. Johnny is presently on probation with a suspended sentence to the state department of corrections. Johnny has been suspended from school six times during the present school year for insubordination, truancy, and smoking in the bathroom. Prior to his involvement with the Court, Johnny was also determined to be a Child In Need of Services as a result of a substantiated abuse at the age of 8. Johnny’s parents are presently separated, with his father unemployed and living with his girlfriend. Johnny’s mother is living with her mother, pending a possible reconciliation. Johnny, at times, lives with his father, but has been left with friends for the past month. Button City High School has approximately 700 students. Elijah Miller is a freshman at Button City and is well known to school officials for a history of behavioral problems. Due to this history, Elijah has been placed in the emotionally handicapped classroom for the past several years. Elijah’s criminal history includes auto theft, criminal recklessness, criminal mischief, theft, truancy, and runaway. Elijah is presently on probation for the offense of felony theft and criminal recklessness. Elijah’s father is presently in prison, serving an 8 year term for attempted murder. Elijah has little supervision due to his mother’s employment at the automotive plant. Prior to his father’s incarceration, law enforcement has seven calls for service to the home for domestic violence. Kendallville High School has an enrollment of 1500 students. David Taylor is a sophomore at Kendallville. David has a history of poor school performance and substance abuse. David has been referred to the school corporations alternative programming to meet his needs academically and socially. David has been arrested twenty times, for offenses that include possession of marijuana (6 times),

19


illegal consumption of alcohol (8 times), felony possession of cocaine, felony theft, conversion (or petty theft) (3 times), and runaway. David currently attends intensive outpatient therapy to address his substance abuse as part of his probation term. David continues to fail his substance abuse screens and has served weekends in detention as a result. David’s parents are currently married, with each working different shifts mother at the computer manufacturing plant and father as a farmer. Of the three case scenario’s, please define the following for your community 1. What criteria will be used to determine who would eligible for

SHOCAP? 2. Which of these youth could be a candidate for SHOCAP in your

community? 3. What services can be offered in accordance with the SHOCAP

principles? When defining SHO’s for your community remember to assess which programs/ services they have already been referred to and which ones they may need. The following may help you in determining which services/ programs your SHO’s may need. Department of Children and Families Child Welfare Public Housing Diversion Programs Mentor Programs Family Counseling/Intervention Programs Substance Abuse Programs After School Programs Alternative Schools Restitution Programs Consequence Units Mental Health Programs Life Skills Programs Truancy Reduction/Abatement Programs Various non-traditional Programs

Ask Participants: What were the driving forces for your criteria? Possible Responses: Will vary with community partnership. Ask Participants: How did your community answer the SHOCAP case studies? Did all members of the community initially agree on each juvenile’s status?

20


Racial Profiling and Disproportionate Minority Confinement [Instructional Input] 15 min.

Possible Responses: Will vary with community partnerships. Remember that your criteria aren’t written in stone. Caseloads and local juvenile crime profiles will affect your definition over time. Others in your community should also be invited to participate in suggesting adjustments to the criteria. Ask Participants: How did your partnership reach conclusions? Possible Responses: Majority vote, general consensus. Ask Participants: What do you think the people who “lost” the vote think of the outcome? Possible Response: Was okay with it, didn’t like it, felt that their thoughts didn’t count. In an earlier module we talked about facilitation and problem solving. When your group makes a decision it can stress the team dynamics. Time pressures can cause quick decisions and differences of opinions can slow down the process. Every member needs to feel satisfied with the decision and with how the group worked. This is the facilitator’s dilemma. Remember the decision making questions and the problem solving process. Determining the status of the SHO can be a challenging part of the SHOCAP process and it is important that decisions are made with all the input taken into consideration. In the next section we are going to discuss information collection, analysis and sharing which will aid you in your SHO selections. Before you look at sharing information I want to address a topic that has been a focus of media attention and a concern of law enforcement: Racial Profiling. All law enforcement professionals understand that effective crime prevention is ultimately about building and sustaining relationships in a community setting. We have learned through experience that the presence, or absence, of relationships within communities and neighborhoods impacts disorder and crime. Strong relationships are often based on open communication in an atmosphere of trust and mutual respect. However, if the community we serve believes that law enforcement is unfairly

21


# 24

P. 118

# 25-27

targeting people or subjecting certain groups to increased scrutiny, then there will be little communication. An atmosphere of antagonism may evolve into outright confrontation and diminish any hope that law enforcement can be effective in their crime prevention and reduction efforts. Racial and ethnic profiling, real or imagined, strikes at the heart of any truly effective community policing strategy – public trust.

Racial Profiling Racial and ethnic profiling, real or imagined, strikes at the heart of

any truly effective community policing strategy – public trust.

Ask Participants: What is racial profiling? Desired Response: The targeting of people based on their race or ethnic background is illegal profiling.

Racial Profiling The targeting of people based on their race or ethnic background is

illegal profiling.

IF:

Most SHO’s belong to one racial or ethnic group (disproportionate to your community’s population)…

Review

your SHO definition and criteria

Ask Participants: Why is it wrong? Desired Response:

• It is morally wrong to practice discrimination. • Racial and ethnic profiling limits law enforcement’s

investigative effectiveness by ignoring persons who are involved with crime.

• The practice of racial and ethnic profiling alienates a significant percentage of our country’s population, and fosters distrust of law enforcement by the community.

• The practice of racial and ethnic profiling can undermine a law enforcement officer’s integrity, often encouraging the officer to be less candid about circumstances surrounding a stop, arrest, or seizure.

• Illegal profiling is conduct that may subject officers to civil liability and perhaps even criminal liability.

22


# 28

Hand in hand with racial and ethnic profiling is Disproportionate Minority Confinement or DMC. For more than a decade, the Office of Juvenile Justice and Delinquency Prevention (OJJDP) has been a leader in efforts to reduce the overrepresentation of minority youth in the Nation's juvenile justice system. Disproportionate Minority Confinement (DMC), or the overrepresentation of minority youth in juvenile detention and correctional facilities, is the most visible manifestation of this problem, which occurs at all points in the juvenile justice process.

Disproportionate Minority Confinement The overrepresentation of minority youth in juvenile detention and

correctional facilities is the most visible manifestation of this problem.

The 1988 amendments to the Juvenile Justice and Delinquency Prevention Act require States participating in OJJDP's Formula Grants Program to make efforts to reduce the proportion of minority youth in secure facilities if that proportion exceeds the proportion the minority represents in the general population. As part of this requirement, States must identify the extent to which DMC exists, assess the reasons for DMC if it exists, and intervene to reduce DMC. In 1992, addressing DMC was elevated to a core requirement of the JJDP Act, with States that fail to demonstrate efforts to reduce the overrepresentation of minority youth in confinement at risk of not receiving 25 percent of their annual Formula Grants allocation.

OJJDP's DMC Web site is a resource to help States comply with the JJDP Act's DMC requirements and a source of information for all who are interested in understanding and reducing the extent of DMC.

23


# 29

P. 118 Sharing Information [Instr. Input] 15 min.

# 30

Suggestions to reduce the likelihood or appearance of Racial Profiling or disparate treatment:

• Ensure that you have minority representation on your SHOCAP team

• Include minority communities in the process early – tell them what you’re doing and why

• Eliminate subjective criteria for SHO’s • Use collective decision-making rather than single decision-

makers • Work with local communities to determine fair and positive

interventions to change SHO’s behaviors (e.g., mentor programs, job training, etc.)

Now that we’ve touched on this area of concern lets move forward to look at how you are going to establish the lines of communication needed to make your SHOCAP work.

One of the biggest concerns that tends to come up when discussing sharing information is the issue of confidentiality.

Sharing Information vs.

Confidentiality

Multi-agency partnerships which rely on collaboration and the exchange of information can be useful tools in combating juvenile crime. Sharing information can strengthen partnerships between agencies which are already engaging each other in addressing common issues related to juveniles and make more informed, proper decisions regarding juveniles possible. So how can you do this and still maintain the confidentiality required by law? Actually, in most cases that are no legal barriers to sharing information. Rather it is the policies associated with these laws or narrow interpretation of the laws or policies, or lack of policies at the agency level which have been used to inhibit the sharing of information. Having said that, each community partner must be aware of the way in which they are legally allowed to share information.

Statute requirements, be they federal state or local, which govern information collection and dissemination must be

24


P. 119-123

P. 124-126

evaluated by the SHOCAP members so they can determine the exceptions to statutory requirements. Some of the most important federal laws can be found in your manual and I’m going to give you an opportunity to look them over. Take the next 5 to 10 minutes to review the summaries of these laws. Trainer Note: Refer participants to manual page and have them read the laws that might impact their community communication flow. Also refer participates to Sharing Information: A Guide to the Family Educational Rights and Privacy Act and Participation in Juvenile Justice Programs - Program Report by OJJDP. This publication goes into detail about information sharing for education agencies. Participants should be encouraged to read this information at their convenience. After participants read the synopsis of the federal laws ask them the following question: Ask Participants: What do these laws basically say?

Desired Response: All of these laws allow for information-sharing to take place.

Among other avenues of information dissemination, most allow for consent and court order to be used in order to share information between multidisciplinary agencies.

Trainer Note: Refer participants to the court order from Howard County, Indiana that authorizes the release and exchange of information between community partners. Remind participants that one of their community partners is the Court and that they should be able to help you develop this document.

Some also allow for juvenile justice agencies to participate more directly in information-sharing networks. It is suggested that, while you may be able to find the information you require, it may be more effective to ask a representative from the juvenile justice side of the partnership to determine which laws or case law, are relevant to the partnership. However it is important that you examine this area as a community so I’m going to allow you that opportunity.

25


Information Sharing [Guided Practice] 30 minutes

# 31

# 32 Records & Information [Instructional Input] 30 minutes

P. 127

Trainer Note: Assign a new group facilitator.

Group exercise:

• Discuss information sharing practices in your agencies • Compare it to legal allowances (FERPA,etc.) • How can your community address these issues?

The object of this exercise is to determine how your organization might share the information without violating any statutory requirements. In your community, develop new business rules that may be imposed to address the need for information sharing. You will have 20 minutes to complete your project.

Team Reports: • What information-sharing ideas might be useful to other teams? • What questions do you still have?

Ask Participants: What challenges do you think you will have in completing this information sharing project? Possible Responses: Fear of change, misunderstanding from within, reluctance to share. Before we look at the technical aspects of sharing information I want to discuss what you are going to do with the information that you collect. Earlier I said that you needed to meet on a regular basis to assess SHO status and program options. In order to do this you need to make sure that the information that you have obtained is available. SHOCAP case files should follow a standardized format. Case Information may include, but is not limited to:

Case Information • Summary face sheet • Identifying information • Photograph • Criminal history • Field interviews • Incident reports • Known associates • Modus operandi

26


P. 128

• Driving record • School attendance • Disciplinary action resulting from a criminal act • Employment history • Victimization history • Social history • Probation & aftercare information • Court dispositions

This information is to be kept confidential and only shared with members of the community who are authorized to view it. Remember that while information can be shared the proper steps must be taken beforehand.

OPTIONAL: Now that you’ve examined information sharing, the questions is; “How are we going to track all this information?” First of all, don’t forget to start with person to person sharing before taking on a paper of electronic system. Keep in touch with your community partners and share the information that you have about SHOs. You should have regular meetings to discuss SHOs, what their status is and how best to address their needs. If you are going to utilize an electronic system you have a few choices. There are three main systems that should be considered: • JOLTS/QUEST

• SHOWTIME

• GO TRACK

Once you have decided on the type of information exchange process or system that you want you will need to look at how it is to be applied. Etten and Petrone (1994) developed a 20 point prescription for comprehensive system development that will aid you in your system implementation.

Twenty Steps to Successful Information Sharing

Etten and Petrone (1994) developed a 20 point prescription for comprehensive system development: • Appoint an information management committee composed of

representatives from each agency in the criminal justice system

27


Evaluation and Closure 15 minutes

and funding agency officials, legislative staff, management information system experts, community representatives, child welfare agents and parents.

• Determine the information collected and maintained by all the agencies.

• Evaluate information needs. • Evaluate agency goals and identify those that are overlapping. • Determine the mission (overall goals) of the juvenile justice

system. • Clarify reasons to share information. • Identify what specific information is to be shared and who needs

access to each item of information. • Determine statutory record requirements about information

collection and dissemination mandated by Federal, State, and local governments.

• Determine exceptions to statutory requirements. • Draft an interagency agreement. • Fund the system. • Designate information management liaisons in each agency. • Build the system. • Prepare and/or revise policies and procedures. • Train staff. • Supervise confidentiality needs. • Review policies regularly. • Review needs regularly. • Revise system as necessary based on audits and system needs. • Repeat steps 14 through 19.

A successful information-sharing program can be formulated by focusing on the majority of these points. As you can see these tips will assist you in developing your system. You will need to determine what data to use and how best to apply the information.

Ask Participants: What is the importance of developing clear goals and objectives? Possible Response: Goals are directly connected to the mission and reflect the key issues that are to be accomplished. The objectives are what meet the goals. They contain various steps that are measurable, realistic and timely.

Ask Participants: What types of issues need to be addressed through policies? Possible Responses:

• Memorandums of Understanding

28


#33-35 Wrap-up for Day 2 [Use where appropriate] 10 min.

• Methods to identify early warning signs of potential SHOs • Methods to provide regular sharing, updating, and quality

control of the information between all components of SHOCAP • Proper placement of the SHO • Procedures to prevent the inappropriate pretrial release of

SHOs • Design and implement a comprehensive case management

system to monitor SHOs • Data collection and dissemination of documentations

Ask Participants: What types of things need to be considered when assessing a SHO? Possible Responses: Case load, community makeup, number of juvenile crimes, etc. This module, like the last, discussed a number of different issues in relation to SHOCAP. These issues were explored through the following:

Performance Objectives In this module, participants: • Outlined goals, objectives and guidelines for their SHOCAP; • Given examples and parameters of the SHO, identified criteria

for SHO’s in their neighborhood; • Given the roles and responsibilities of team members, created

an organizational structure that will reinforce the SHOCAP concept;

• Examined information-sharing practices and determined how to increase communication flow between community partners, while remaining within legal parameters.

In the next module you will add to this knowledge as you examine how to market this program to your community.

• Refer them to the Agenda in their manuals.

Tomorrow, we’ll begin with a module on Marketing, then discuss Evaluation and Resources, and end with the Next Steps module. • Make any necessary announcements and reminders for Day

3. • Thank them for their participation.

29

30


• Hand out Day 2 Feedback sheets and have them complete and leave them on their tables.



LESSON TITLE: Module 5: Marketing Your SHOCAP PREPARED BY: Barbara Collins, Barbara Collins Consulting Services Edward Yahnig, Curriculum Design Specialties, Inc. DATE: Revised by B.A. Collins Nov. 18, 2002 MODULE OVERVIEW: This module will assist participants in considering and responding to both internal and external marketing considerations for their SHOCAP. Teams will begin to develop marketing plans.

TIME FRAME

Day 3 – 8:30-11:00 am Hours: 2 hrs. 30 min.

PARAMETERS


for each team; break out rooms


In this module, participants will: • Using the guidelines presented in this

module, develop strategies to promote internal cooperation and buy-in;

• Using ideas from successful SHOCAP

communities, develop strategies for marketing SHOCAP to the community.



participation levels • Participant presentations

1


Slide Show



STUDENT HANDOUTS

Participant manual Day 2 Feedback Sheet Materials for SHOCAP “commercials” (poster board, markers, magazines to cut up, glue, etc.)

METHODS/TECHNIQUES

Lecturette Large group discussion Small group assignments and reporting



• 50 Activities for Developing Leaders, Lois Hart, Ed.D.

2





= Handout


3

LESSON PLAN

TITLE: Marketing Your SHOCAP TRAINER NOTES PRESENTATION GUIDE

Day 2 Feedback 5 min. Introducing Change [Antic. Set] 5 min.

# 1

• Summarize the feedback from Day 2 and respond as

necessary.

I’d like you to recall the last major change that occurred in an agency you worked in. How many of you have experienced a major policy or program change? (Show of hands.) How about a change of administrator or supervisor? (Show of hands.) What other kinds of changes have you experienced? • Take a few examples. Recall silently how you found out about the change. If you were part of creating the change, how was it introduced to employees? Clients? Now, how many of you had negative experiences with change? What happened that caused it to be a negative experience? • Record on chart paper.

How many of you had positive experiences? What happened that caused it to be a positive experience? • Record on chart paper.

Looking at these two lists, what conclusions can we draw about why people might react negatively to change? What helps people respond positively to change? • Record conclusions on chart paper.

Well done. The introduction of the SHOCAP concept – where agencies share information and work together to monitor and try to alter the behavior of serious habitual offenders – represents a major change in how your agencies may be used to working. In order to get the other staff in your own agency to recognize the benefits and actively participate in the process, it is helpful to look at effective change efforts and the lessons learned from them.

4

LESSON PLAN TITLE: Marketing Your SHOCAP

TRAINER NOTES PRESENTATION GUIDE Steps for Implementing Change [Instruct. Input] 10 min.

# 2

P. 130

Now I’d like to add these ideas to what you’ve written, as suggested steps for implementing change (headings in slide & manual): • Connect the following to their ideas and get examples of

each step from them.

Steps for Implementing Change:

Positive Change

• Set the stage • Provide information • Discuss impacts • Analyze change • Reach agreement • Celebrate

1. Set the stage for change – prepare people for the change;

give them time to discuss and question it (individually with supervisors and in planned meetings), and time to get past the initial urge to resist.

2. Provide information about the change – enough to understand it; not so much that they are overwhelmed with details. Give reasons for the change, benefits to the organization, and remind them of what will not be changed (e.g., goals, procedures).

3. Discuss the impact on individuals – what the change will mean to them (realistically), benefits they will experience, skills and experience they already have that will help them in this change. Then listen to their concerns and feelings.

4. Analyze the change – list pros and cons for the change; identify barriers to making the change, and supports for making it.

5. Reach agreement – identify resources needed, strategies for implementation, activities to be done, and a timetable, and assign responsibilities for making the change.

6. Celebrate – acknowledge and thank participants for their ideas and involvement.

What comments or questions do you have about these steps?

5



# 3

P. 129 Planning for Change [Guided Practice] 30 min.

# 4

P. 131

P. 133-135

The Performance Objectives for this module are:

PERFORMANCE OBJECTIVES In this module, participants will: • Using the guidelines presented in this module, develop strategies to

promote internal cooperation and buy-in; • Using ideas from successful SHOCAP communities, develop strategies

for marketing SHOCAP to the community.

How is this discussion of helping people cope with change related to marketing? • Possible response: You will need to think in terms of internal

agency marketing of SHOCAP to your co-workers before you can approach the community to understand and support the change...

Your co-workers can make the SHOCAP process work, or undermine your efforts. To ensure that they come along with you as you make the change, you’ll need to do some effective planning for change. • Form groups by function (police, probation, education, etc.).

In functional groups: • Identify who in your own agency is affected by the change to

SHOCAP and needs to be involved in making it. • Identify the potential benefits for each individual or group. • Using the steps we discussed, list things you can do to assist

people in making the changes.

These things may be different for each agency, but you can help each other with planning, and perhaps even with carrying out the transition activities. There is a worksheet on p. 131 in your manuals for taking notes. You’ll have 20 minutes to work on your plans. Please be prepared to briefly report on highlights of your plans. • Facilitators walk around and assist teams as needed.

Facilitators can use “What’s in it For…” in their Workbooks to assist teams in identifying benefits.

6


TRAINER NOTES PRESENTATION GUIDE Marketing Strategies [Input] 10 min.

# 5

# 6

• After 20 minutes, have a spokesperson for each team share one benefit and one strategy.

• Suggestions: Judges can be influential in getting program started; provide orientation to their plan for other staff, inviting input and feedback; site visit opportunities to see programs in action -- bring entire team to visit if possible – builds enthusiasm.

• Review the list of potential Stakeholders in SHOCAP:

SHOCAP Stakeholders

Law Enforcement Courts – judge, PD, probation Prosecution Juvenile corrections & detention Social Services & CBO’s Schools Others in the community

• Give/show examples of marketing strategies that have been

used by SHOCAP’s to promote agency, community and stakeholder buy-in.

Marketing Strategies

• Community forums • Engaging public officials and community leaders • Working with media representatives • Newsletter • Making presentations

Marketing strategies may include:

Holding community forums, especially in minority communities, to explain the SHOCAP approach, answer questions and get feedback;

Engaging public officials and community leaders in marketing the program;

Working with media representatives on doing stories on SHOCAP and providing an accurate portrayal of juvenile crime;

Creating a newsletter to inform stakeholders of program developments;

7


TRAINER NOTES PRESENTATION GUIDE External Marketing Plans [Guided Practice] 30 min.

# 7

P. 132 Advertisements that Work [Antic. Set] 5 min.

Making presentations to business, cultural and community groups.

What other ideas have you seen that have been effective in marketing a new program like SHOCAP? • Get a few examples.

The first thing you’ll hear in any good marketing program is “Define your audience(s)”. That is, decide who you want to reach with your message and what do you want them to do (“Call to Action”) as a result of the marketing effort?

In your teams: • Begin identifying the external “target” groups you want to reach, • Identify the message(s) you want to send and the best strategies

to use to reach them.

In your manuals, there is a page to use to make notes. You have 20 minutes to start this discussion. Once again, we’ll only ask you to share highlights. • Facilitators walk around and assist teams as needed. • After 20 minutes, get quick reports of 1-2 best ideas from

each team. Give me examples of advertisements that you pay attention to. • Get several examples.

What characteristics made them memorable? • Possible responses: use of humor, pictures/images,

message was powerful, etc.

8


TRAINER NOTES PRESENTATION GUIDE Marketing/Team

ed Practice]

Ads [Guid45 min.

# 8

odule Closure M[Closure & Eval.] 5 min.

# 9

• Have each team create a brief promotional “commercial” for

their project:

In your teams: Create a brief “commercial” for your SHOCAP project. • Base it on what will appeal to the community or group you are

targeting. • It can take the form of a print advertisement, a TV skit, a radio

ad, etc.

• After the groups have had 35 minutes to develop their

materials, have them demonstrate for the group and get feedback.

What questions do you have about marketing your SHOCAP? • Review the module objectives:

Performance Objectives In this module, participants: • Used the guidelines presented in this module to develop

strategies to promote internal cooperation and buy-in; • Used ideas from successful SHOCAP communities to develop

strategies for marketing SHOCAP to the community.

9

WHAT’S IN IT FOR…

WHAT’S IN IT FOR ALL

They become educated about all the other agencies – limits, functions, court process, resources, problems;

Get information for funding requests, new programs;

Reduce duplication of services;

Better use of dwindling resources;

Youth involvement / benefits;

Community support Community / JJ / LE cooperation and support);

CEO’s appreciate information sharing for staff and “clientele”;

Perception of safe community and neighborhood.

Police / Law Enforcement:

Monitor serious habitual juvenile offenders (more effective methods); Public safety;

Where reports go and why they’re important;

More information on juvenile (associates, hang-outs, etc.);

More cooperation from partners (e.g., schools SRO’s, suspensions, attendance),

thus making referrals easier; To community, decisions are less arbitrary – prescribed responses;

Schools:

Shared information – know what’s going on with SHO kids and can prepare for them (offenses, risks);

Who’s in detention? – Explain absences;

10

Locker placement (etc.) for better supervision; Safety of other students and staff;

Student file is more complete (probation conditions/orders, court dates);

Counseling intervention for youth and families;

Family involvement in education;

Increased access to community resources through collaborative;

Court Services:

Information for informed decisions (CPS, schools, human services); Better relationships with community agencies – more access to placements and

services; Improved / Increased monitoring – police become partners in this;

Ability to assess types of services available and how the array of services can be

improved; Official designation of SHO may be more objective than individual labeling;

Community:

Learn about what’s available / what’s needed; Safety;

Removal / Reduction of discretion in decisions to protect the community:

Provides a definition of SHO (less perception of profiling);

Better relations with law enforcement;

Become stakeholders in disposition of youth in their communities;

Human Services:

Learn how to better serve child;

11

12

Have more background on kids (see Court Services benefits);

“Save younger siblings and relatives in family;

Detention / Corrections:

Screen and determine placement and treatment; Public Defender:

Graduated sanctions; BARJ – Balanced and Restorative Justice;

Prosecutor:

System of graduated sanctions; Public safety;

Restorative justice / balanced approach (BARJ);

Judges:

More informed decisions; More options for consequences (more resources);

System of graduated sanctions;

BARJ;

International Juvenile Judges (NCJFCJ) endorsement;



LESSON TITLE: Module 6: Evaluating Your SHOCAP PREPARED BY: Barbara Collins, Barbara Collins Consulting Services Edward Yahnig, Curriculum Design Specialties, Inc. DATE: Revised by B.A. Collins Nov. 18, 2002 MODULE OVERVIEW: This module will assist participants in making decisions about criteria for success and processes for evaluating their SHOCAP’s on an on-going basis.

TIME FRAME

Day 3 – 11:00 am-12 pm & 1:00-2:00 pm Hours: 2 hrs

PARAMETERS




In this module, participants will: • Using the guidelines presented in this

module, develop strategies to evaluate the SHOCAP plan and program.





Slide Show

1



STUDENT HANDOUTS Participant manual

METHODS/TECHNIQUES





2



= Handout


3

LESSON PLAN

TITLE: Evaluating Your SHOCAP TRAINER NOTES PRESENTATION GUIDE

Individual SHOCAP Vision [Antic. Set] 10 min.

# 1 & 2

P. 137

# 3

P. 136 Establishing Benchmarks [Input & Guided Practice] 50 min.

# 4 & 5

You’ve had some time over the last two days to discuss and begin to plan for all of the things that may need to happen to get the SHOCAP process going in your community. Based on these discussions, individually, I’d like you each to write down in your manual where you envision your SHOCAP program to be in six months, in one year, in 2 years.

Your Vision: What will be happening in your community that will be a direct result of your SHOCAP efforts in: • 6 months • 1 year • 2 years

• Give participants 10 minutes to write their own ideas on

manual page. • Review the Module 6 Performance Objective:

Performance Objective

Using the guidelines presented in this module, develop strategies to evaluate the SHOCAP plan and program.

o Define Benchmarks:

Benchmarks Measurable indicators of what you’ve accomplished.

In your teams:

Agree on a set of realistic benchmarks for your SHOCAP development process for: • 6 months • 1 year • 2 years

You may refer to the goals you set for yourselves on the first day of training.

4

LESSON PLAN TITLE: Evaluating Your SHOCAP


P. 137 Measuring the Benchmarks [Input & Guided Practice] 30 min.

Please remember that the process belongs to your community and will take some time to do well. Don’t be tempted to set unrealistic timelines. People who have gone through this process have discovered that just doing internal marketing, establishing useful MOU’s, agreeing on a SHO definition and getting people to start sharing information in an organized way is a lot to accomplish in the first year. Creating and getting people to participate in an electronic record system may be a much longer process. And improving interventions with serious offenders to reduce their future involvement in the justice system might take longer still (probably outside the range of 2 years). You can record longer-term goals, just make a note of realistic timeframes for them. One thing you should consider is gathering baseline information on serious habitual juvenile offenders in your community, including how many youth there are that might meet SHO criteria, how many offenses they commit of what kinds, how much time between arrests, what their academic records are, etc. so that you can compare your results later. Take 30 minutes for the Benchmarks discussion and we’ll check in with the teams to see how you’re doing at that point. • Give teams 30 minutes to discuss and record their

benchmarks on manual page. Facilitators walk around and assist teams as needed.

• Ask team spokespersons to share a few highlights of their

lists. Now, look at the benchmarks you agreed on, and decide how you will determine whether they’ve been met in the timeframes you set. For example, how can you know if everyone involved in the SHOCAP is actually sharing all of the information they should be sharing? What product or evidence will you have that proves it’s being accomplished? • Get ideas from the group. What evaluations methods can you use to check your benchmarks?

5



P. 138

# 6

P. 139 Red Flags [Input & Guided Practice] 15 min.

# 7

P. 140

• Possible responses: Interview a few of the key staff people;

look at agency files on random SHO’s and determine whether there is data that wasn’t shared; do a satisfaction survey with staff who are participating.

• Refer the group to Sample Evaluation Strategies in their

Manuals. If available, refer the group to evaluation methods used at existing SHOCAPs on page 138.

Take 15 minutes to identify evaluation methods you will use to measure your progress on the benchmarks:

In your teams: • Identify evaluation methods you will use to measure your

progress on each benchmarks

• Give teams 15 minutes to discuss and record their

evaluation methods on the Worksheet on p. 139. Facilitators walk around and assist teams as needed.

• Ask team spokespersons to share a few highlights of their

lists. Even with good intentions, people tend to get busy doing what needs to be done for the program, and evaluation can be postponed, especially if things appear to be going well. What things would you look for that would tell you there’s a need to stop and review what’s happening, or make an immediate change in the process? • Get a few examples.

Red Flags • A youth obviously fall through the cracks of the system; • One agency stops participating in information sharing; • An important team member leaves; • Most of your SHO’s are from one ethnic or racial group

6

7



# 8 Module Closure [Closure & Eval.] 5 min.

# 9

In your teams: • Agree on “red flags” you’ll all keep an eye out for to be sure the

process is moving forward.

What comments do you have on evaluation of your SHOCAP? Remember that realistic benchmarks should help you with your marketing efforts – don’t make promises about outcomes that won’t be seen for some time.

• Review the Performance Objective for the module:


Using the guidelines presented in this module, develop strategies to evaluate the SHOCAP plan and program.

Next we’ll be looking at the resources you have available, both nationally and locally, to assist you in your efforts.



LESSON TITLE: Module 7: Resource and Development Planning PREPARED BY: Barbara Collins, Barbara Collins Consulting Services Edward Yahnig, Curriculum Design Specialties, Inc. DATE: Revised by B.A. Collins Nov. 18, 2002 MODULE OVERVIEW: This module will inform teams about national resources available to them, and assist participants in identifying local resources for their SHOCAPs.

TIME FRAME

Day 3 – 2:00 – 2:50 pm Hours: 50 min.

PARAMETERS




In this module, participants will: • Given a Resource List, identify local

and national resources they will need to complete their implementation plans, and determine how to locate and access them.





Slide Show

1



STUDENT HANDOUTS Participant manual Blank chart paper, markers, tape for Local Resources poster session

METHODS/TECHNIQUES

Lecturette Large group discussion Small group assignments and reporting “Gallery Crawl” (poster session)



2



= Handout


3

LESSON PLAN

TITLE: Resource & Development Planning TRAINER NOTES PRESENTATION GUIDE

Use of Resources [Antic. Set] 5 min.

# 1&2

P. 141 National Resources [Input] 10 min.

# 3

P. 142

Yesterday and this morning, as we were looking at internal and external marketing, many of you mentioned local resources you can use to assist you in marketing your SHOCAP. (Give examples from their work.) In this module, we’re going to expand that list and look at other resources you might use to help develop and maintain your SHOCAP.


In this module, participants will: • Given a Resource List, identify local and national resources you

will need to complete your implementation plans, and determine how to locate and access them.

Please turn to the National Resource List in your manuals.

National Resource List • Office of Juvenile Justice and Delinquency Prevention (OJJDP) • International Association of Chiefs of Police (IACP)

• Point out the Resource List, including OJJDP and IACP

resources available to help them, and how those can be accessed.

Certainly, another resource will be the other teams in this room. Many of you have great ideas to share, and we hope you will see one another as a supportive network as you work on your own SHOCAP’s. • Hand out participant list with contact information.

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LESSON PLAN TITLE: Resource & Development Planning

TRAINER NOTES PRESENTATION GUIDE Local Resources [Input & Guided Practice] 25 min.

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P. 143 Module Closure [Closure & Eval.] 5 min.

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Now let’s consider the local resources you might use to assist you.

In your teams: • Brainstorm local resources you might use. • Record them on chart paper and post them on the wall near your

table. • When all the teams are finished, you’ll go around to each other

team’s chart and pick up ideas that might work for your own community.

• Give teams 10 minutes to discuss and record the local

resources they will use. Facilitators walk around and assist teams as needed.

• After 10 minutes, have the teams move together clockwise to

the next team’s chart, reading it over and noting ideas they can use. Every two minutes, have the teams move again, until they have returned to their own chart.

• Ask a few volunteers to mention an idea their team got from

another team’s work. • Tell the participants there is a Worksheet on p. 143 in the

Workbook to record the ideas the teams came up with.

What comments do you have on using national and local resources for your SHOCAP?

Performance Objective In this module, participants:

• Given a Resource List, identified local and national resources they will need to complete their implementation plans, and determined how to locate and access them.

In the next module, you’ll be reviewing your plans, identifying next steps and evaluating this training program.



LESSON TITLE: Module 8: Next Steps & Training Evaluation PREPARED BY: Barbara Collins, Barbara Collins Consulting Services Edward Yahnig, Curriculum Design Specialties, Inc. DATE: Revised by B.A. Collins Nov. 18, 2002 MODULE OVERVIEW: This module will inform teams about national resources available to them, and assist participants in identifying local resources for their SHOCAPs.

TIME FRAME

Day 3 – 2:15-3:15 pm Hours: 1 hr.

PARAMETERS




In this module, participants will: • Identify first steps they will take upon

returning to their own communities.

• In writing, provide feedback on the training program regarding its content, methods, usefulness and completeness.



participation levels • Participant presentations • Participant written feedback


Slide Show

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STUDENT HANDOUTS Participant manual OPTIONAL: Certificates of Completion Training Feedback forms

METHODS/TECHNIQUES


REFERENCES



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= Handout


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LESSON PLAN

TITLE: Next Steps and Training Evaluation TRAINER NOTES PRESENTATION GUIDE

Identifying Next Steps [Guided Practice] 25 min.

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P. 145 [Worksheet]

Performance Objectives

• Identify first steps they will take upon returning to their own communities.

• In writing, provide feedback on the training program regarding its content, methods, usefulness and completeness.

Over the last three days, you’ve been working on a number of areas to go into your SHOCAP development plan. You may be feeling overwhelmed with the number of tasks to be accomplished. We’d like to give you a chance to use one of the Facilitation Tools from Module 3 – The Affinity Diagram -- to identify and organize your team’s next steps. On your tables, you’ll find a pile of blank index cards. The task is:

In your teams: • Identify the things that need to be done and write each one on an

index card • As a team, lay out and organize the cards the way your team

sees best (e.g., by type, by who’s responsible, in chronological order)

• You should end up with some next steps and team member assignments

It would be helpful to identify one facilitator to assist the group in making its decisions on how to go about the task. You’ll have 45 minutes to complete the activity. In the end, you should have some clear next steps and assignments for your team. You should record them on the Next Steps page in the manual. • Give teams 45 minutes to complete the task in whatever way

works for them. Facilitators walk around and assist teams as needed.

• After 45 minutes, ask a few volunteers to comment on how

the Affinity Diagram process worked for them.

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Closure [Closure & Eval.] 10 min. Training Feedback [Closure & Eval.] 15 min.

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[OPTIONAL] We’d like to make copies of these forms before you leave, to assist us in refining this training to fit what teams see as their next steps. Please fill in your team’s or contact person’s name so we can return the form to the right place.

What remaining questions do you have about developing a SHOCAP in your community?

Please review the expectations and needs your teams identified on Day 1 and see if there are things that Have not been addressed? In your teams, ask each member to say: 1) how s/he is feeling about the process at this point, and 2) one thing they are looking forward to as they work together back home (instructions on slide). Allow each person to respond in turn without comment from others on the team. Take 10 minutes to do this (approximately 1 minute per person). Now, are there things any of you wish to say to other members of the large group or to the trainers as we close this program? • Allow a few minutes for participants to comment or address

the group or other participants. • Hand out the Training Feedback forms.

Thank you for your participation & your candid feedback!

Please complete the Feedback form candidly, since this information will help us with changes for future trainings. You may complete it anonymously or sign your name if you wish. Leave the forms on the table when you have finished. • Hand out Certificates of Completion (if any) to participants.

Thank you all for your participation and good luck with your SHOCAP!

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Documents

SHOCAP Serious Habitual Offender Comprehensive Action ...€¦ · • The target audience for this training is a jurisdictional, multi-disciplinary team of people interested in school