1

Webinar #246

WORKBOOK

Presenters: Cassie Johnson

2

1 CONTENTS

1 Contents ................................................................................................................................................................ 2

2 Webinar Summary ................................................................................................................................................. 3

3 Webinar Notes ....................................................................................................................................................... 4

3.1 Webinar Focus (0:23) ................................................................................................................................... 4

3.2 Resource Speakers (00:58) ........................................................................................................................... 4

3.3 Restorative Justice (04:56) ........................................................................................................................... 4

3.4 The Scottsdale Model (07:15) ...................................................................................................................... 5

3.5 Restorative Justice Intervention Program (10:07) ....................................................................................... 5

3.6 Youth & Family Services (15:14) ................................................................................................................... 7

3.7 Case Studies (18:34) ..................................................................................................................................... 8

3.8 YFS Implementation (19:52) ......................................................................................................................... 8

3.9 Recidivism (29:15) ...................................................................................................................................... 10

4 Speaker’s Contact Details .................................................................................................................................... 11

5 Q&A ..................................................................................................................................................................... 12

6 Exercise Answer Key ............................................................................................................................................ 15

3

2 WEBINAR SUMMARY

The Restorative Justice model aims to resolve juvenile offenses/cases by ensuring responsibility of the juvenile offender and some way to make things right for the victim. Through this process, a juvenile offender's accountability is ensured without the detriment of arrest/court record that could tarnish their name forever.

The City of Scottsdale in Arizona is one of the champions of the Restorative Justice model for juvenile offenders. Cassie Johnson, the senior analyst for Scottsdale PD is today’s resource speaker to discuss how they implemented their Restorative Justice Intervention Program (RJIP).

Cassie holds a Bachelor's degree in Psychology and a Master's degree in Public Administration. Her expertise in strategic planning, process improvement, and analysis allowed her to work in various high profile projects for the Scottsdale PD.

Cassie will walk us through Scottsdale's RJIP, from planning and policy-making to implementation and outcomes. Topics she unpacked on the course include:

• Restorative justice’s working definition and benefits.

• The Scottsdale Model of restorative justice, the agency in charge of the Restorative Justice Intervention Program (RJIP) and the other stakeholders of the program.

• The objectives of the program to ensure accountability in juvenile offenders, reduce the time spent in the process, make the process more impactful and reduce recidivism, and become a model for the initiative.

• The basic mechanics involved in restorative justice and the requirements to qualify for the program

• Criteria for the juvenile offender and the eligible offenses to the program.

• A detailed look into the investigation process for RJIP cases.

• The timelines for the process, from contacting, program completion, extension, to exit interview.

• The outcomes after a juvenile undergoes the RJIP.

• Case studies illustrating 2 successful cases under the RJIP.

• A look into the implementation of the Restorative Justice Intervention Program (RJIP) including: o The program planning and pre-evaluation o The revisions and updates done to the forms and the public records retention system o The tracking mechanism and internal communication employed for the program o The types of training that were mandated for the PD and the SRU o The reporting and program evaluation to measure its outcomes

• Measuring recidivism for RJIP cases and a breakdown of the offenders by gender, age, ethnicity, race, and location.

• Questions raised during the Q&A involved: o Instances when juvenile offenders and the parents decline participation in RJIP o Tracking unsuccessful RJIP cases o Comparison of recidivism for RJIP and non-RJIP cases o Why traffic violations aren’t eligible for RJIP o The launch of the program o Researches on the program's impact on the juvenile offenders o Opposition to the program o Notification if parents are separated or divorced o Retention of records o Notification of schools of such cases o Partnership with non-profits o The court’s involvement in the program o The branch of the system that the Youth and Family Services Unit is affiliated with o Recommendations when employing a similar program

4

3 WEBINAR NOTES

3.1 WEBINAR FOCUS (0:23)

• The City of Scottsdale’s Restorative Justice Intervention Program (RJIP) o An alternative to arrest for youth who have committed eligible offenses, allowing them to avoid

a criminal record that could negatively impact their future o Created using a systems approach with a multi-disciplinary team to ensure sustainability,

efficiency and effectiveness

• The extensive program development that Scottsdale has gone through, a summary of where we are currently and a discussion of the future

3.2 RESOURCE SPEAKERS (00:58)

• Cassie Johnson o Senior Analyst for the Scottsdale Police Department

▪ Leads many high-profile projects with an expertise in the areas of performance measurement, strategic planning, process improvement, workload analysis, and open data

o Holds a Bachelors in Psychology as well as a Master’s in Public Administration o Certified Law Enforcement Planner through the International Association of Law Enforcement

Planners (IALEP) and a Certified Process Mapping and Process Improvement Analyst o Faculty Associate with the School of Public Affairs at Arizona State University

• Special thanks to International Association of Law Enforcement Planners (IALEP) o A member-governed organization for people working in or interested in planning, policy, budget,

performance measurement, analysis, research and other related functions for the criminal justice system

How did you hear about today’s webinar? o 70% JCH email o 0% JCH social media o 17% From a colleague or supervisor o 11% From another association or organization o 2% From the JCH website

3.3 RESTORATIVE JUSTICE (04:56)

• Restorative Justice: Defined

o A theory of justice that emphasizes repairing the harm caused (or revealed) by criminal behavior

▪ In youth diversion, involves parents and the young person, as well as the victim/s

▪ Involved parties brought together in a shared space to talk about what was done and how it impacted others

▪ A way to resolve the issue o Accomplished through cooperative processes that include all

stakeholders. o Instead of punitive measures, Restorative Justice focuses more

on ensuring juveniles take responsibility for the harm they have done and seeks to make things right for those that have been wronged

LEGENDS Important ✓ Remember! Exercise/Self-reflect Reference Case Study/Example Quoted Checklist Poll Question

5

o Restorative justice brings together the accused, the victim, supportive parties and authorities Benefits

Exercise 1: Name some of the benefits Cassie provided of Scottsdale’s RJIP? _______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________

Does your current role involve any part of working with a youth diversion program? o 53% Yes o 47% No

3.4 THE SCOTTSDALE MODEL (07:15)

• How We Started o Youth and Family Services (YFS) falls under the Human Services Department o With certified and licensed social workers and counselors

▪ Works with the community ▪ Trained in restorative justice which allows them to do youth diversion from the court

system o Previously, Scottsdale Police had an informal process for juvenile diversion

• Partnerships o City of Scottsdale Prosecutor’s Office o City of Scottsdale Youth and Family Services (YFS) o Maricopa County Attorney’s Office

✓ County Attorney must approve all diversion (AZ Rev Stat § 8-3280) ✓ Regularly meets with PD employees to determine eligibility of specific cases

Goals of the Program o Avoidance of putting most first-time juvenile offenders directly in to criminal justice system

▪ Ensure accountability without detriment of arrest/court record

– Mistakes done during childhood/youth haunt people for the rest of their lives

▪ Reduce the time between the offense occurrence and completion of the process

– Normal arrest to court system resolution will take months

– Delay makes the diversion plan less impactful ▪ Opportunity for positive interactions with Youth and Family Services

o Reduce the recidivism rate ▪ Supai Middle School truancy pilot showed tremendous success in reduction of repeat

truancy offenders ▪ Based on successful Florida Model

o Become a sustainable program for other agencies to model similar programs within Maricopa County

▪ Maricopa County Attorney supports the program ▪ School District is in support ▪ City Prosecutors are in support

3.5 RESTORATIVE JUSTICE INTERVENTION PROGRAM (10:07)

• Mechanics o Offers police an alternative to either releasing a juvenile with no consequences or with a criminal

record for a first time offense ▪ Normal interactions of the police with the youth and decides whether offense warrants

an arrest, a warning or something in the middle (RJIP)

6

▪ Restorative Justice Intervention Program is diversion that occurs prior to an arrest without court involvement

o Youth is field released to parents/legal guardian without receiving a criminal citation or being booked to detention

o Successful completion of RJIP closes the incident and will not be reflected as an arrest or have any court record tied to the individual

o If the youth is unsuccessful, the original criminal case is forwarded to the courts for prosecution ▪ If they turn down the program or was unsuccessful

• Requirements o Complete agreement for the juvenile to enter RJIP by:

▪ Juvenile Offender ▪ Victim – individual, State/City ▪ Officer ▪ Parent or guardian of the juvenile offender ✓ If any of the stakeholders are unwilling to participate then the juvenile is not eligible ✓ Victim and/or offender can opt out of the program at any time ✓ Opting out of the program leads to regular criminal prosecution

o Requires a willingness of the: ▪ Officer to refer offender into the program instead of into the justice system ▪ Juvenile Offender to complete the individualized diversion program created by YFS ▪ Juvenile Offender’s family to trust the program ▪ Victim’s to trust that RJIP is a worthwhile alternative to creating a criminal and court

record and justice will follow • Juvenile Eligibility

Exercise 2: Name the conditions for juvenile eligibility for the RJIP ___________________________________________ ___________________________________________ ___________________________________________ ___________________________________________ ___________________________________________ ___________________________________________ ___________________________________________

• Eligible Offenses o Liquor offenses o City Code violations o Curfew o Criminal Damage misdemeanor o Aggravated Criminal Damage to school property if under $500 o Disorderly Conduct misdemeanor o Shoplift- misdemeanor o Assault- misdemeanor with minimal to no injuries o Tobacco or use of vapor product o Trespassing- misdemeanor o Truancy o Marijuana- personal use amount including edibles and marijuana related paraphernalia o Juvenile Use of an Electronic Device to Display Sexual Material(Title 8- 309A)

▪ E.g., sexting ✓ Other misdemeanor offenses - where the interest of justice and victims are best served

▪ Allows flexibility specific cased

– E.g., prescription drug use Exercise 3: Name the two exempted offenses ____________________________________ ____________________________________

7

• The Investigation o Officers complete the criminal investigation as normal

▪ Gathering of all evidence, ▪ Interview all victims, witnesses or others involved, ▪ Complete all mandated supplements minus a criminal citation or juvenile referral ✓ If program is successful, there’s less paperwork for the officer

o If a juvenile fails the RJIP, normal prosecution will commence • Notice of Criminal Violation (NOCV)

o A form that looks exactly like a criminal citation ▪ 3 copies – 1 for the youth/parents, 1 for YFS, 1 PD records with original signature ▪ Officer completes the NOCV in lieu of a criminal citation or juvenile referral ▪ Follows same release policy & procedures for field releases of juveniles and notifications

to parents ▪ At the end of the shift, is entered by the officer into the Records Management System ▪ Best practice is to have parent sign the NOCV as well but verbal consent to the officer

for entry into RJIP is allowable o Officer sets referral date for juvenile to contact YFS within the conclusion of two business days

from the initial officer contact ▪ Allows flexibility due to weekends, holidays, or other extenuating circumstances ▪ YFS operates Monday through Friday 0800 to 1700 hours

o At the end of the paperwork and investigation, officer is eligible to field release the youth as appropriate

3.6 YOUTH & FAMILY SERVICES (15:14)

• YFS will enroll and provide all services to the juvenile o Juvenile has two business days to contact YFS for enrollment into the program after receiving the

NOCV Exercise 4: (Fill in the blank) Once enrolled, juvenile has ______ days to complete the RJIP with

YFS Exercise 5: (Fill in the blank) One ______ days extension may be given if extenuating

circumstances exist ▪ Extensions are rare

• YFS and School Resource Unit (SRU) will be in constant communication regarding the number of participations and status within the program

• SRU will complete the necessary supplements and/or charging for the juvenile depending on the completion status of RJIP

o If unsuccessful, SRU will be responsible for the investigation and paperwork completion moving forward

• Participants are instructed to contact YFS within 2 business days o If contact is not made by the date on the Notice of Violation YFS will do a follow up phone call to

reach the parent and the youth o Parents, youth, and YFS are contacted on the day of the incident immediately from where the

incident occurred ✓ The Police Department will be notified by YFS that the juvenile has failed to contact the program

o Police proceed with further investigation and prosecution may result o When contacted, an Intake is scheduled at YFS o The parent/guardian and youth meet with a

• Restorative Justice Specialist for the Intake discuss the incident, review juvenile law and create a service plan

o The individualized service plan includes education and community restitution ▪ YFS cannot oversee monetary restitution

8

▪ Parents may be required to attend community service hours o Victim input may be added

▪ Uses victim input for the community service ▪ E.g. Victim may request specifically community service to be done in an animal shelter

• Information and support resources are available for youth and family o Other services are provided o Other resources are referred

• The youth typically completes the program within 60 days o The juvenile, parent/guardian or victim may opt out of the program at any time prior to

successful program completion o An Exit Interview with parent or guardian and youth terminates the program

▪ Around 30 minutes ▪ Review of laws and consequences ▪ Responses and surveys after the questions

o Outcome Report is submitted to SPD and the case is closed in the Records Management System

3.7 CASE STUDIES (18:34)

RJIP Case 1 o Middle School Truancy referral o 11 year old female

▪ Good student and enjoyed school o Single parent household

▪ Lived far from where the child went to school ▪ Late for school 70+ days between August and January ▪ Result of the mother’s tardiness instead of the youth’s

o YFS spent time with the parent ▪ Provided life skills and training on organizational management

o Monitored attendance for 90 days ▪ Got a 30 day extension

o Successful outcome

• RJIP Case 2 o High School Marijuana Possession/Use referral o 16 year old male o In a parking lot with friends smoking

▪ Going through stress ▪ Stress relief was marijuana

o Undergone substance use risk intervention o Successful outcome o YFS receives regular updates from father

3.8 YFS IMPLEMENTATION (19:52)

• Since start of the program, August 2016 until the end of May 2018 o 1,476.25 hours of Community Service

▪ 39 youth completed hours at two locations ▪ 2 youth completed hours at three locations

o 219 youth attended group class education ▪ 78.5 youth attended two classes

o 195 youth attended individual education classes ▪ 76 attended two individual education classes ▪ 31 attended three individual education classes

9

✓ Analysis from 8/1/2016-5/29/2018

• Planning & Implementation o Involved program evaluation

▪ Current status ▪ Goal

o Policy – Field Order 2206 ▪ First draft didn’t have a tracking process ▪ Contained

– Offenses that eligible (and those that are not)

– Officer Responsibilities

– Supervisor Responsibilities

– School Resource Unit Responsibilities

– Records Responsibilities o Identified the need to track through forms, records and reporting

• Police Records o Forms – Notice of Criminal Violation

▪ Modeled after the already used citation form for ease of officer completion

– Didn’t move fields, no learning curve o Uniform Crime Reporting requirements

▪ UCR requirements for juveniles require reporting of any interaction with youth (including runaways)

– AZ State law (ARS 41-1750) mandates all AZ law enforcement agencies provide accurate, timely data regarding crimes that occurred in their jurisdiction to DPS (which in turn provides the data to the FBI) to comply with federal Uniform Crime Reporting (UCR) requirements

– Specifically includes any referral in to a welfare agency ▪ If you report a crime, you must also clear it

– In the current system, to clear it, an arrest module must be created o Public Records Law

✓ Problem identified: An arrest record would be created but the program specified that it wouldn’t – arrest record is releasable per state records law

✓ Requested to amend the Law Enforcement Records Retention Schedule o Retention Schedules

▪ New State schedule for Pre-Diversion records went into effect December 2017 ▪ For pre-arrest diversion cases, 1 year from the time of successful completion all records

are eligible for destruction

• Tracking o Significant changes to Records Management System

Exercise 6: Name the changes that were employed and updated to track information ______________________________ ______________________________ ______________________________ ______________________________

o Reports were created to capture the information and share in a timely manner

• Communication o Daily reports at 7AM

▪ Emails with new incidents (both RJIP and Non-RJIP) ▪ Includes the notification that YFS is expecting a call from a parent ▪ RSUs also get daily email with the non-RJIP cases

– Usually traffic and speeding o Bi-Monthly meetings with involved staff

▪ Committee includes records, assistant chief, SRU staff, YSF staff, etc.

10

▪ Common agenda

– Data

– Procedures

– Lessons learned

– Future considerations · Potential program partnerships · Education mechanism · Awareness programs · Concerns from parents/schools

o Completion notices are shared with appropriate staff ▪ Tracks the status

• Training o Introduced at mandatory, all sworn quarterly training o Briefing trainings at the end & beginning of the school year

• Program Evaluation o On-going, regular review of data o RJIP vs. Non-RJIP (eligible) offenses

▪ Study for Non-RJIP to determine why RJIP eligible crimes weren’t referred to RJIP ▪ Previous history ▪ Officer discretion

o Demographics: Race, ethnicity, staff assignments, locations, etc.

3.9 RECIDIVISM (29:15)

• Redefining Recidivism o Successful incidents are now destroyed after one year of the completion of the program, thus:

▪ No record associated to the youth ▪ No record of the charges

✓ Recidivism moving forward is defined as additional contacts from point of program to destruction of the record

• Outcomes o Incidents n= 287 Youth (in total)

▪ 244 Departmental Reports ▪ 225 Successful Completions (92%) ▪ 6 Unsuccessful Completion ▪ 13 Active incidents ▪ Year-on-year comparison

– 2016: 67

– 2017: 131

– 2018: 89 Year to Date (July 2017) ✓ Analysis from 8/1/2016-7/31/2018 ✓ Possible to have multiple participant or charges in one Departmental Report (DR)

o Charges ▪ 364 charges in total

o Top Five Charges: ▪ 1 - Minor possessing/receiving tobacco, vapor or paraphernalia ▪ 2 - Drug paraphernalia – possess/use ▪ 3 - Marijuana – possess/use ▪ 4 - Shoplifting – removal of goods ▪ 5 - Shoplifting – concealment ✓ 76 youth had more than one charge as a result of their contact

o Percentage of total juvenile contacts:

11

▪ 2016 (partial year due to roll out in August): 5.5% ▪ 2017: 17.82% ▪ 2018 (partial year data through 5/31/2018): 27.01%

• Demographics o Gender: Mostly males

▪ 2016 – 49 male, 18 female ▪ 2017 – 87 male, 44 female ▪ 2018 – 64 male, 25 female

o Age: Mostly 14 year olds o Ethnicity: Mostly non-Hispanic o Race: Mostly white o Location

▪ YFS is made available outside the city of Scottsdale ▪ 16 cities where participants to the program live in

– Scottsdale residents – 74.4%

– Phoenix residents – 14%

– Paradise Valley residents – 3.5%

– Mesa residents – 2.8%

– Tempe residents – 2.4%

• Recidivism (in Scottsdale) o 34 (12%) Youth have had additional documented involvements with Scottsdale Police since RJIP

incident (Analysis from 8/1/2016-5/31/2018) ▪ Includes:

– Bookings

– Field releases

– Citations

– Runaways

– Missing contacts ▪ Only includes juvenile contacts, if they aged 18 or older, they are no longer included

o Demographics ▪ Gender: Mostly male

– 88% male

– 12% female ▪ Age: Mostly 16-year-olds

What area of the program are you most interested in learning more about after this presentation? o 22% Police Operations o 46% Youth & Family Service Operations o 33% Program Development & Evaluation

4 SPEAKER’S CONTACT DETAILS

For questions and clarifications:

Nora O’Connell Krause Youth and Family Services NOConnellKrause@scottsdaleaz.gov Sgt. Ryan McKinnon School Resource Unit Sergeant, Scottsdale Police Department rmckinnon@scottsdaleaz.gov

12

Cassie Johnson Sr. Analyst, Scottsdale Police Department cajohnson@scottsdaleaz.gov

5 Q&A

Q: Cassie, you mentioned that your program is voluntary. Can kids or maybe perhaps more specifically their parents actually turn down participating in the program? If so, what are their reasons for doing so? (40:09)

A: Shockingly, they do. Like I said with the instance for the recidivism example we had one parent in particular that said that their child needed more intervention than what was likely to occur at the Youth and Family Services Diversion Program. That was an unfortunate situation. However, there are other people that just they don't want to do it. I know one instance of a youth participant that said, "No I'm good, I'll just do the other stuff". We can't quite wrap our heads around it from an operational standpoint. It's completely voluntary and so we stand by that so if they say, "No, I'm not interested", then we allow that. Victims are an interesting standpoint. We’ve had some victims that don't feel comfortable going through the program the more they ask questions about it and they learn about what it is they have typically all, actually, I think all have been on board with the program. We haven't had any victims that said, "No, this didn't work for me and I want to go forward with prosecution".

Q: What does the failing the RJ program mean? What actually ends up happening? Are you tracking those who happened to fail the program? (41:27)

A: Yes, So failing is a harsh word and we talked about that in our regular meetings quite a bit. Is that the right word to use? For whatever reason, they were just unsuccessful at completing the program whether that means that they never contacted Youth and Family Services within the timeframe that was designated. Or they did not come to their scheduled classes, they did not complete their community service hours. Or the other option would be that somebody withdrew from the program voluntarily. Those instances we are tracking those. We do document the reasons as to why. A lot of the time when they do the intake interview, they can almost identify those situations into why they are going to happen. That's part of the Youth and Family Services individualized plan. They look at it and they do certain evaluations and say this is most likely to occur based on their history and their experiences.

Q: And talking about recidivism rates can you compare again what is the recidivism rates of the people who participated in the program versus those who don't actually participate can you do a comparison again of the recidivism rates? (42:36)

A: I don't have those numbers with me and that's something I would feel more comfortable emailing back at a later date when I have the actual numbers.

Q: Why was traffic deemed not eligible? Did you consider it? Did you consider having a similar RJ program that focuses on traffic and traffic safety re-education, etc.? (43:03)

A: That was decided before I really got into the program. All I really know from it because I've asked that too and I was actually asked that recently. That was a state decision that for whatever reason those types are they are not eligible for diversion at all, I think. I don't want to speak incorrectly but I do know that was from the very beginning just a no and there was no discussion around that one.

Q: When was the program launched again? (43:53)

13

A: We rolled it out at the start of the school year at August 2016 with our school resource staff and then in October of 2016 we felt comfortable to rolling it out to all of our patrols. Now, anybody in the department is eligible to use this program when they see fit.

Q: Are you using any longitudinal research to track how the program impacts kids versus maybe a control group? (44:12)

A: We're not doing a control group. We talked about it quite a bit and now especially when we're looking at losing that information with our retention guidelines it makes it harder to do a true longitudinal study because we don't know who they are after that one year and a few months. That retention schedule was approved in December 2017. We had to create a procedure so we just recently started purging those records so now we're looking at it from what can we feasibly do after the comparison study with the data that we will now have available moving forward.

Q: Were there opponents to the program? If so what are the reasons for not wanting the program and having to overcome those arguments? (45:00)

A: Yes, when we were doing the quarterly training when we were rolling it out to patrol, I only went to one of those meetings as a presenter and apparently that was the one meeting where there was somebody who felt passionately about this program and not wanting to give freebies or get out of jail free cards (?). That's not the essence of this program so I think after clearly communicating it's not a free shot at getting away with something. They are still being held accountable. They're doing community service and they're making amends in ways that are meaningful and impactful. Learning about what they did impacts other people. It's not just a free pass and I think after that was clearly communicated the steps that they go through, it helps people really get engaged in the program and buy into it. Another thing is that officers are curious as to what happens with the youth after they went to the Youth and Family Services and diversion program and so we've been trying to get better about communicating that back to the officers after they are successful.

Q: If the child's parents are separated or divorced is only the custodial parent notified or are both parents notified? (46:25)

A: I will have to get back on that. I don't 100% know. I think it's -- I don't even want to say incorrectly, I'll get back on that

Q: You mentioned that you purged your records. You keep your records only for, what is it, 14 months and then you purge your records. Is the school notified of the child's participation in the program and does the school keep a record of these kids as part of their own, kid’s school records? Ultimately, can that student's participation in the RJ program be then used or found out by colleges and universities? (46:50)

A: Yes and no. That's a multipart question so let's break it down. It's a great question. One thing we have really been working towards when we have been building this program and continuing with it moving forward since the start is we definitely want to be a partner with the schools but this is not meant to be the school's form of punishment. What we mean by that is this can be used in addition to something especially when it happens on school property. It has been used to lower the number of hours for in-school suspension or do these classed instead of going to the school classes. However, we don't want it to become the school says you have to do this police department because you had this is as an option. So, we've been really careful about drawing the lines between this type of program and not that type of program and it needs to be maintained as such. That may answer a part of the question. Do you want to remind me what the others?

14

Q: Ultimately, can the school end up keeping a copy or a record of the student's participation in the program and then that participation can be found out by colleges and universities? Does it become a part of the student's transcript? (48:23)

A: It might. I would have to find out from the schools what they are keeping track of. I haven't actually heard anything about what the schools are maintaining in their own records but if they were to keep something in their student file about it, then yes, I would imagine that the universities will be able to find it. However, what we are able to say with this program is that there will not be an arrest record moving forward after the successful completion in a one-year timeframe. So, if the school comes to us and does a public records request on the student or the military or an employer, there really is no record of the contact or the arrest or the diversion from the police department standpoint. We maintain there's an alert so that we know they can't go back into the program later on that we add to anybody that's not eligible so adults get the alert and so on. We still can identify them in that way. That's just our protection to say they don't have an arrest, they don't. They should still be honest though in any background investigation and say that they have police contact. Contact is still different than an arrest.

Q: What nonprofits do you work with or partner with? (49:55)

A: Youth and Family Services has been able to refer our participants to a variety of places, Boys and Girls Club, Feeding Our Starving Children. They've gone through faith-based organizations, animal shelters. It really is up to the participant, their parents, and like I said, the victim. If they have a place they're interested in going to and working with, then we'll allow that most of the time, I think all of the time. I can't think of any instances the I’ve heard of where they've been told no that wouldn’t be eligible. We also have city locations, We have a resource center that they're able to work at, they can go and work at our senior centers so we have places internal to the city as well as nonprofits that we can partner with.

Q: I know your program involves the prosecutor's office, how involved were the courts in developing this program? (50:47)

A: I'm not 100% sure on that. I know we’ve had a lot of conversations with the courts. I know most of my involvement has been with the county attorney's office directly and what they're interested in and how they approve our participants especially the ones that were extraneous to the eligible offenses list. They have regular communication with our liaison with the county attorney's office about our numbers and our involvements and what's going on with the program. I'm not a hundred percent sure what happens with the courts from their standpoint.

Q: Is Youth and Family Services separate from the state prosecutor's office/juvenile authorities? (51:33)

A: Yes. The Youth and Family Services is a city department that falls under our Human Services Division. They work directly for the city. They're certified and approved in and licensed to do diversion for the courts. They're a city entity.

Q: What are perhaps some of your biggest recommendations for those interested in employing this type of program for their city? Maybe some key lessons learned, things you wished you'd known when you started off on this great adventure? Any great insights you can share with folks who are interested in implementing this kind of program? (52:03)

A: There's a lot. I actually have a Lessons Learned Fact Sheet but I didn't include with the attachments but would've been a really great insight and resource. There are a lot of things while developing this program that we thought we had figured out then when we brought a different person to the table we realized that we didn't understand it as much as we thought we did. With any projects that I can think of but especially something that's as impactful as this, make sure the right stakeholders are included in the meeting from the very beginning. For instance, the

15

records management system. We need somebody who really knew to retool our current tools and systems to make this program successful from our program evaluation standpoint. You can't determine how successful a program is if you don't have the right data to track it, making sure that we look at it from that lens versus just the diversion lens or just the law enforcement action lens. We're really having the breadth of viewpoints and experiences. Our team, our committee is sworn civilian of all ranks, we have an assistant chief, we have a commander, we have a lieutenant. We also have officers. we also have record staff specialists and we have technology experts so making sure everybody has a seat at the table. We always include our city partners, our Youth and Family Services are always there and we always make sure they're included in all of the conversations because they need to know what's going on from our standpoint, the operational side and law enforcement so they can accurately communicate it to the youth and the participants themselves because a lot of the time, we won't have contact with the juveniles after they entered the program. That's the way we want it. we never want to see them again, quite frankly in the best way possible. Making sure communication is the utmost priority. Everybody's at the table. If you don't have Youth and Family Services like-services in your city or at your disposal, forming relationships with your community and having those partners, you have to have it. There's no other option to this program if you can't build those relationships.

6 EXERCISE ANSWER KEY

Exercise 1: It is a community-based process Brings people together Community restitution Focused on behavior Focused on victim input Inhibits school to prison pipeline Truth and Accountability seeking Asks those involved to be honest about happened and accountability Voluntary and Inclusive

Exercise 2: Between 17 and 10 years old Have no prior juvenile arrests Cannot be currently enrolled in RJIP No prior enrollment (pass or fail) in RJIP Juvenile willing to participate Parent or guardian agrees to juvenile’s participation Victim must agree to juvenile’s participation

Exercise 3: DV related offenses Traffic related offenses Exercise 4: 60 Exercise 5: 30 Exercise 6: Created “RJIP” offense code

Juvenile Offender (JO) arrest type Opt in/out checkboxes - ability to decline to the program Added Parent contact info field