Alternatives to Arrest for School Based Law Enforcement – Intermediate Curriculum

Instructor

Terminal Objectives Participant should be able to recognize Campus Law

Enforcement responses to criminal actions. Participant should be able to recognize Campus Law

Enforcement responses to non-criminal actions. Participant should be able to identify one alternative to

arrest strategy. Participant should be able to identify internal and

external resources available to assist with alternatives to arrest.

Participant should be able to identify components of the Restorative Justice philosophy.

Enabling Objectives

Participants will divide into small, evenly numbered groups and elect a spokesperson

Groups will be given scenarios Groups will develop an alternative to arrest

course of action Group spokesperson will present the

course of action to the class

Student Discipline

Punishment - Schools use punishment every day to maintain control of the behavior of students on campus.

Zero Tolerance

Adopted Language Principal to Police Arrests at School Have Increased No Alternative

What is Our Goal in Public Schools?

Districts goal is to educate students Campus Law Enforcement goal is to

educate students in a safe environment

Student Culpability

Age of Criminal Responsibility Minors Brain Development

Continuum of Campus Law Enforcement Officer Responses

Campus Law Enforcement officers will respond to both criminal and non-criminal actions on their campus.

Responses to criminal actions will likely be more standardized but will still require notification to administration.

Responses to non-criminal actions may differ from district to district and may even differ from campus to campus.

Campus Law Enforcement Traditional Responses to Criminal Actions

Discretion Citation Non-Custodial Arrest Custodial Arrest Juvenile Processing Offices

Campus Law Enforcement Traditional Responses to Criminal Actions

Transports Off Campus but School Related Notifications Training

Campus Law Enforcement Responses to Non-Criminal Actions

Administrative Discipline Processes Student Code of Conduct

Administrative Discipline Process

Report of Misconduct Open Communication Discipline Referral Root Cause Interview

Administrative Discipline Process

Multiple players Suspension What Happens on Return Stay Away Agreements Hearings for Alternative Placement Documentation

Dual Purpose Processes

Medical Assistance Mental Health Assistance Child Advocacy Center Child Protective Services

Reducing Arrests

Juvenile Justice System as a Deterrent

Proactive / Non-Punitive Strategies

Campus Law Enforcement Alternatives to Arrest

Conflict Resolution Mediation Mentoring Legislative Changes First Time Misdemeanor Programs Disciplinary Tiers

Legislative Changes

House Bill 359, 82nd Tx. Legislature Disruption of Transportation Disruption of Classes Disorderly Conduct – Abusive Language Disorderly Conduct – Offensive Gesture Disorderly Conduct – Noxious Odor Disorderly Conduct – Unreasonable Noise Disorderly Conduct – Fighting

First Time Misdemeanor Programs

First Offense for a Non-Violent Criminal Offense

Discretion Refer to School Administration Documentation Future Offenses Remains in an Enforcement Role

Disciplinary Tiers

Minor Incidents More Severe Incidents Tier 1 Tier 2 Tier 3 Tier 4 Tier 5

Identify Adequate Resources

Internal Resources External Resources

Internal Resources

Student Code of Conduct Officers (Training, MHO, Mediator) Policies and Procedures (District and

Department) Community Trends Staff (Teachers, Coaches, Security,

Custodial)

External Resources

Parents Courts Juvenile Probation Officers Faith Based Organizations

Restorative Justice Concept

Alternative to Punitive Models Focuses on Control and Support

How Do Restorative Justice Practices Work?

Foster Awareness Avoid Lecturing Actively Involve Offenders Accept Ambiguity Separate the Deed from the Doer Opportunity for Learning

Group Exercises

Scenario #1

You are assigned as an SRO at Central High School. A 9th grade male student comes to your office and tells you he is being picked on by several upper classmen. The student is visibly upset and tells you he is afraid to walk down the halls during class change. What do you do?

Scenario #2

You are assigned as the SRO at Lakeview Middle School and you receive a report of a 6th grade female student who just fought with a 7th grade female student in the hallway during class change. The fight was witnessed and broken up by a staff member. The girls were escorted to the main office. Neither claim that they are injured. What do you do?

Scenario #3

You are assigned as the SRO at Rider Intermediate School and are called to the Principal’s office where an 8th grade male was found to be in possession of a small, but usable amount of marijuana. The Principal found the contraband during an administrative search. What do you do?

References Chedekel, Lisa (2011) The Day, Seeking Alternatives to

Arresting Kids, theday.com Drug War Cost Clock, actionamerica.org Moran, Patricia (2012) The Real Costs of Failing Our Kids,

manchesterpatch.com Wachtel, T. (2003) Restorative justice in everyday life:

Beyond the formal ritual. Reclaiming Children and Youth, 12 (2), pp.83-87

Texas Family Code, Section 52.025 District of Columbia Public Schools, Disciplinary Responses

to Student Behavior, (DCPS Student Discipline Policy, DCMR Chapter 25)

References for Images www.beaumontenterprise.com/news/article/The-

paddle-has-been-swung-in-SETx-schools-1-500-3546249.php#photo-2916197

http://saline.patch.com/articles/officals-say-new-police-post-at-shs-is-saving-lives#photo-7942758

http://www.uco.edu/student-affairs/conduct/ http://www.nwaonline.com/news/2011/nov/22/

board-rejects-request/ http://www.okimoto.com/research/restorative.htm