dismantling the school-to-prison pipeline through a ... · 6/22/2015 1 dismantling the...
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Dismantling the School-to-Prison Pipeline
Through a Continuum of Supports
Mark Masterson, Director Sedgwick County Department of [email protected]
Lanora Franck, Juvenile Justice Education LiaisonSedgwick County Department of [email protected]
• Learner will be able to define the process for building capacity for change through collaborative leadership and community engagement
• Learner will be able to replicate an MOU to reduce arrests at school
• Learner will be able to identify supports needed in their community to begin to dismantle the school-to-prison pipeline
Learning Objectives
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• Failing public schools• Zero-tolerance policies and other school discipline• Policing school hallways• Disciplinary alternative schools• Court involvement/Juvenile detention
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Sedgwick County (Kansas) Demographics
• Population = 498,365
• Urban, Suburban, Rural
• Wichita (largest city) = 382,368
• Composition of Youth 10 – 17 (55,579)• Caucasian = 67%• African American = 12%• Hispanic / Latino = 15%• Asian = 5%• American Indian / Alaska Native = 1%
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• System Stakeholders• Detention Utilization Committee
• Community Engagement• Juvenile Corrections Advisory Board (Team Justice)• Advocacy – African American Coalition (Voice)
• Academia• Wichita State University
“When we talk we do better!”
Sedgwick County Model
Principles Supporting the Model
• Making Continuous Improvements• Collaboration
- Systems Stakeholders
- Community Partners
• Data Driven Decisions / DMC Lens
• Putting Research Into Practice (WSU)
• Accountability and Transparency
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Common Barriers
• Philosophical
• Structural
• Language & Communication
• Resistance to Change
Adapted from Successfully Collaborating With the Juvenile Justice System - Shufelt, Cocozza and Skowyra (2010)
SOLUTIONS
• Involve stakeholders from the beginning
• Facilitate linkages / use boundary spanners
• Co-locate staff
• Incorporate processes in MOUs and P & P
• Blend or Braid funding
• Cross Training / Common Language / Program Manuals
• Engage in setting goals measuring shared results
Adapted from Successfully Collaborating With the Juvenile Justice System - Shufelt, Cocozza and Skowyra (2010)
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OVERCOMING RESISTANCE
• This is the way WE do it!
• It’s the flavor of the month!
• We will be here long after YOU are gone!
A formula for success
D x V x F > R
Dissatisfaction, Vision and First Steps must be greater than the resistance to change.
Define the issue and/or
opportunity.
Create a preferred future.
Agree on measurable outcomes
– develop a plan.
Monitor progress – course corrections.
Identify key stakeholders.
Understand the current situation – all
perspectives.
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Practices of Effective Collaborative Leaders
• Assessing the Environment
• Creating Clarity: Visioning and Mobilizing
• Building Trust
• Sharing Power and Influence
• Developing People
• Self Reflection
• System Stakeholders• Juvenile Court, School, Police, Corrections, Mental Health,
Child Welfare, Developmental Disability Services
• Community Engagement• Parent Groups• Elected Officials• Champions• Advisory Committees• Faith Based
• Academia• Leaders• Early Adopters
Who is in Your Local Sandbox?
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Models for Change• Sedgwick County (Kansas), Department of
Corrections was a DMC Action Network Partner Site 2008 – 2012
• Reducing DMC at the point of arrest was our primary focus
• Data collection and analysis targeted our efforts to schools
• Presentation will highlight a promising intervention, how it was developed and sustained over four school years
60%73%
53%
67%
67%65% 69%
71% 77%
77%
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School Arrest Alternative• Community Engagement – Family Strengthening
Summit – April 2010 (African American Coalition) • Speaker – Judge Steven Teske, Clayton Co. Model• Established Juvenile Justice Education Liaison • Technical Assistance Workshop – October 2010• Team Justice – Ad Hoc Committee
Interventions• 1st Step MOU – Alternative Schools (January 2011)• Agreement to Appear Alternative for Minor Offenses• MOU – Wichita Public Schools (August 2011)
50,000 students / 100 buildings
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Design and Development
• Review national and state evidence based models
• Begin with shared beliefs
• Courageous conversations
• Sensitivity to goal alignment for each system
Shared Beliefs
Placing restraints on a student with special needs and placing them in a secure detention facility should not be taken lightly.
Each case will be addressed on a case by case basis to promote a response proportional to the various and differing factors affecting each student’s case.
Each case or incident handled is dependent upon many factors unique to each student that include, but are not limited to, the student’s background, present circumstances, disciplinary records, academic record, general demeanor and disposition to others, mental health status, the student’s Crisis Plan, and the student’s Individual Behavior Plan including a De-escalation Plan, and other factors.
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MOU for Alternative SchoolsStakeholders
4-Tiered De-escalation Process
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IEP/IJP SnapshotExample
IJP Snapshot – Child’s Name DOB ____________ Landline: (___)_________ (h) Parents: ___________ (___) ________ (c) Age ____ Home Address: ___________________________ ___________ (___) ________ (c)
Child’s Picture
Parent’s Picture
For These Situations In General Diagnoses Behavior Do Do Do Not
Child’s legal name: Age: DOB:
Child’s Picture
Shared BeliefsThe Agreement to Appear (ATA) provides parents/guardians and students a cooling off period before scheduling an appointment with JIAC, allowing the assessment process to take place in a more positive way.
Avoiding formal arrest, handcuffing, and transporting the student to JIAC will avoid the student being negatively labeled by peers, teachers and parents.
Using the ATA will allow School Resource Officers (SRO) to remain on school campuses maintaining their presence and role in providing security for all students instead of transporting students to JIAC for low level offenses.
By agreeing to appear by appointment with their parent/guardian, the student will avoid association with more serious juvenile offenders at JIAC while being processed and/or waiting to be picked up by their parent/guardian.
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MOU to Reduce Arrests at USD259 SchoolsStakeholders
WPD Recommendations
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ATA Form
ATA Brochure
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ATA Brochure
Implement with Fidelity
• Cross-System training
• Data collection
• Data Sharing
• Making Change in Real Time
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Monthly Meeting Agenda
Monthly Data Review
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Monthly Data Review
Sustainability• Monthly Oversight Meetings
• Administrator Stakeholders
• Data sharing
• What’s Working, What’s Not Working, and
What Can We Do Better
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Fiscal Year # Issued Ineligible Successful Unsuccessful
SFY127-1-11 to 6-30-12 178 2
95%168 out of 176
(165 intakes; 3 referred to supervision officer in lieu of intake)
5%8 out of 176
SFY137-1-12 to 6-30-13 254 2
97%244 out of 252
(217 intakes; 27 referred to supervision officer in lieu of intake)
3%8 out of 252
SFY147-1-13 to 6-30-14 223 3
94%207 out of 220
(193 intakes; 14 referred to supervision officer in lieu of intake)
6%13 out of 220
SFY157-1-14 to 6-4-15
(1 pending)261 3
92%238 out of 258
(213 intakes; 25 referred to supervision officer in lieu of intake)
7%19 out of 258
SFY12 – SFY157-1-11 to 6-4-15 916 10
95%857 out of 906
(788 intakes; 69 referred to supervision officer in lieu of intake)
5%48 out of 906
Sedgwick County Juvenile Intake & Assessment CenterAgreement To Appear (ATA) Intakes
State Fiscal Years: SFY12, SFY13, SFY14 and SFY15
Annual Data Review
SFY127-1-11 to 6-30-12 # SFY13
7-1-12 to 6-30-13 #
Unlawful possession of controlled substances 62 Unlawful possession of controlled substances 80
Disorderly conduct 26 Disorderly conduct 49
Truancy 19 Battery 28
Battery 19 Unlawful possession of drug precursors/paraphernalia 20
Unlawful possession of drug precursors/paraphernalia 12 Truancy 10
Theft – property/services <$1,000 8 Theft – property/services <$1,000 9
Unlawful distribution/possession of simulated controlled 5 Possession or consumption of alcohol by minor 4
Assault 3 Criminal damage to property - damage < $1,000 3
Possession or consumption of alcohol by minor 3 Battery – school employee 3
Battery – school employee 2 Unlawful cultivation/distribution of controlled substance 2
Criminal trespass 2 Criminal carrying of weapons 2
Unlawful cultivation/distribution of controlled substance 2 Assault 2
Criminal damage to property - damage < $1,000 1 Battery – LEO 1
Sexual battery 1 Warrant – District Court 1
Intimidation of a witness or victim 1
Criminal threat 1
Criminal trespass 1
TOTAL 165 TOTAL 217
Sedgwick County Juvenile Intake & Assessment CenterAgreement To Appear (ATA) Intakes
Most Serious Offense
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Annual Data ReviewSedgwick County Juvenile Intake & Assessment Center
Agreement To Appear (ATA) IntakesMost Serious Offense
SFY147-1-13 to 6-30-14 # SFY15
7-1-14 to 6-30-15 #
Unlawful possession of controlled substances 68 Unlawful possession of controlled substances 91Disorderly conduct 37 Disorderly conduct 54Battery 26 Battery 31Unlawful possession of drug precursors/paraphernalia 17 Unlawful possession of drug
precursors/paraphernalia 18
Theft – property/services <$1,000; Theft 11 Theft – property/services <$1,000; Theft 8Truancy 10 Battery – school employee 4Possession or consumption of alcohol by minor 8 Possession or consumption of alcohol by minor 3Battery – school employee 6 Criminal damage to property - damage < $1,000 2Criminal trespass 4 Truancy 1Criminal damage to property - damage < $1,000 2 Voluntary – no charges 1Unlawful cultivation/distribution of controlled substance 1
Criminal threat 1Battery – LEO – knowingly causing contact 1Assault 1
TOTAL 193 TOTAL 213
Annual Data ReviewSchools Referring - Agreement To Appear (ATA) Intakes
USD #259 Wichita Public SchoolSFY1
2SFY1
3SFY1
4SFY1
5Brooks Magnet M S 2Christa McAuliffe Academy 1Colvin Elementary 1Coleman M S 3 1Curtis M S 2 3 2Dodge Elementary 1E School 1East H S 27 18 24 21Eisenhower H S (Goddard) 10Eisenhower M S (Goddard) 1Freeman Elementary (Haysville) 1Gateway Alternative Program 2 1 2Goddard (not specified) 1Goddard Day School 1Goddard H S 4Goddard M S 2Gordon Park Academy 1Greiffenstein Alternative Elementary 1Hadley M S 4 2 1Hamilton M S 2 4 3 1Heights H S 8 15 9 16Interlocal Day School (Goddard) 1Jardine Technology Middle Magnet 3 7Jefferson Elementary 3 2Marshall M S 1 2 2 3Mayberry Magnet M S 1 3 1 2Mead M S 2 8 1 4Metro-Meridian Alternative H S 1 1 1Minneha Elementary 1Mueller Elementary 3North H S 27 22 17 38Northwest H S 12 17 14 10P El 1
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Annual Data ReviewSchools Referring - Agreement To Appear (ATA) Intakes
gInterlocal Day School (Goddard) 1Jardine Technology Middle Magnet 3 7Jefferson Elementary 3 2Marshall M S 1 2 2 3Mayberry Magnet M S 1 3 1 2Mead M S 2 8 1 4Metro-Meridian Alternative H S 1 1 1Minneha Elementary 1Mueller Elementary 3North H S 27 22 17 38Northwest H S 12 17 14 10Payne Elementary 1Pleasant Valley Elementary 1 1Pleasant Valley M S 2 1 3Robinson M S 3 5 5 6South H S 22 28 29 30Southeast H S 16 34 21 17Sowers Alternative H S 1 2 1Stanley Elementary 1Stucky M S 1Truesdell M S 11 6 4West H S 13 12 14 25Wilbur M S 3 1 4
USD #259 - Wichita 165 186 169 192USD #261 – Haysville 1USD #000 – Unknown 1 1USD #265 - Goddard 30 23 20
TOTAL 165 217 193 213
Annual Data ReviewSedgwick County Juvenile Intake & Assessment Center
Agreement To Appear (ATA) IntakesFrequency and Outcomes SFY12, SFY13 & SFY14
Outcome Total # of ATAs
# Youth Unduplicated
1 ATA Intake 520 5201 Referral to Supervision Officer 36 36
1 Failure to Make ATA Intake 28 281 Ineligible 5 5
TOTAL FOR THE 3 YEARS 589 5892 ATA Intakes 34 17
2 Referrals to Supervision Officer 2 11 ATA Intake and 1 Referral to Supervision Officer 12 6
1 ATA Intake and 1 Failure 2 11 ATA Intake and 1 Ineligible 4 2
TOTAL FOR THE 3 YEARS 54 273 ATA Intakes 12 4
TOTAL FOR THE 3 YEARS 12 4TOTAL 655 620
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• Administrative changes• Champion for graduated supports and services• All youth school records acquired and reviewed to develop
comprehensive educational planning for re-entry at the point of entry
• Policy change• WPS - Completed curriculum credited towards diploma
• Special Education Services• IEP services and supports provided for sustained success
Department of Corrections Educational Services
• Youth placed at Juvenile Residential Facility• Youth who are suspended/expelled and cannot return to their
comprehensive school• Youth who live outside of the community and cannot attend
their comprehensive school due to distance
• Youth re-entering the community • Youth returning to the community from placement after the first
6-weeks of the semester
• Special Education Services• IEP services and supports provided in the least restrictive
environment for sustained success
Transition Program
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• Loss = Opportunity• Boys and Girls Club Targeted Outreach Program ends
• Community reponse• County Block Grant, Mental Health, Education (technology),
Faith Based, Job Readiness and Community In Schools
• Special Education Services• IEP services and supports provided
McAdams Academy
Next Steps
•Expanding ATA MOU to suburban school districts
•Modifying school Zero-Tolerance polices to reflect graduated supports vs. sanctions
•Creating supportive educational planning for youth receiving child welfare services to reduce crossing over to the juvenile justice system
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• System Stakeholders• Juvenile Court, School, Police, Corrections, Mental Health,
Child Welfare, Developmental Disability Services
• Community Engagement• Parent Groups• Elected Officials• Champions• Advisory Committees• Faith Based
• Academia• Leaders• Early Adopters
Starting in Your Local Sandbox
Dismantling the School-to-Prison-Pipeline
Through a Continuum of Supports
Mark Masterson, Director Sedgwick County Department of [email protected]
Lanora Franck, Juvenile Justice Education LiaisonSedgwick County Department of [email protected]