Transcript Slide 1

Disproportionate Minority Contact (DMC)
Community and Strategic Planning (CASP)
Curriculum
Part I: Enhanced DMC Reduction Model
Module 1:
Overview of the Training
Objectives of CASP Training
Equip participants with the following knowledge and
skills necessary to provide training and technical
assistance, public education, coordination, and outreach:
•Knowledge base to understand OJJDP enhanced DMC
Reduction Model.
•Ability to communicate clearly what DMC is, how to measure
it, analyze and interpret the data.
1-1
Objectives of CASP Training (cont’d)
• Design empirically based delinquency prevention
and systems improvement strategies.
• Increase state capacity to assist/guide localities in
DMC-reduction activities.
1-2
How to Achieve the Objectives
• Review OJJDP’s enhanced DMC Reduction Model.
• Trainers demonstrate the curriculum
• Using data from an assigned county within the training
jurisdiction, participants engage in facilitation exercises
and practice delivery.
• OJJDP trainers provide feedback on participant use of the
curriculum.
1-3
Module 2:
DMC Core Requirement
History of DMC
1. The original goals of the Juvenile Justice and Delinquency Prevention (JJDP) Act of 1974:
• Help state and local governments prevent and control juvenile delinquency and improve the
juvenile justice system.
• Protect juveniles in the juvenile justice system from inappropriate placements and from the
physical and psychological harm that can result from contact with adult inmates.
• Provide community-based treatment for juvenile offenders.
2. The evolution of the four JJDP Act Core Requirements:
•
•
•
•
Deinstitutionalization of Status Offenders (DSO)—1974
Separation—1974
Jail Removal—1980
Disproportionate Minority Confinement (DMC)—1988
• Became a Core Requirement—1992
• Expanded to Disproportionate Minority Contact — 2002
2-1
History of DMC (cont’d)
3.1988 Annual Report to Congress by the Coalition for Juvenile
Justice (then the National Coalition of State Juvenile Justice
Advisory Groups), A Delicate Balance.
4.DMC as a requirement in the JJDP Act of 1974, as amended in
1988:
• Requiring states participating in the JJDP Act’s Part B Formula Grants program to
“address efforts to reduce the proportion of juveniles detained or confined in secure
detention facilities, secure correctional facilities, jails, and lockups who are members
of minority groups if such proportion exceeds the proportion such groups represent in
the general population.”
5.DMC as a Core Requirement in the JJDP Act of 1974, as amended
in 1992:
• Twenty-five percent of that year’s Formula Grants allocation was tied to state
compliance.
2-2
Disproportionate Minority Contact (DMC)
as a Core Requirement in the
JJDPA of 2002
Requiring states participating in the JJDP Act’s Part B Formula Grants
program to “address juvenile delinquency prevention efforts and system
improvement efforts designed to reduce, without establishing or
requiring numerical standards or quotas, the disproportionate number of
juvenile members of minority groups, who come into contact with the
juvenile justice system.”
Twenty percent of the state’s Formula Grants allocation in the
subsequent year is tied to the state’s compliance status.
2-3
Purpose of the DMC Core
Requirement
To ensure equal and fair treatment for
every youth in the juvenile justice
system, regardless of race and ethnicity.
2-4
Disproportionate Minority Contact
• Disproportionate
• Minority
• Contact
2-5
Disproportionate
A rate of contact with the juvenile justice
system among juveniles of a specific minority
group that is significantly different from the
rate of contact for whites (i.e., non-Hispanic
Caucasians) or for other minority groups.
2-6
Minority: Race and Ethnicity Categories
Race/Ethnicity
Definition
White (non-Hispanic):
A person having origins in any of the original people of
Europe, the Middle East, or North Africa.
Black or African-American (non-Hispanic):
A person having origins in any of the black racial groups
of Africa.
Hispanic or Latino:
A person of Cuban, Mexican, Puerto Rican, South or
Central American, or other Spanish culture or origin,
regardless of race.
American Indian or Alaska Native (nonHispanic):
A person having origins in any of the original peoples of
North and South America (including Central America) and
who maintains tribal affiliation or community attachment.
Asian (non-Hispanic):
A person having origins in any of the original peoples of
the Far East, Southeast Asia, or the Indian subcontinent
including Cambodia, China, India, Japan, Korea, Malaysia,
Pakistan, the Philippine Islands, Thailand, and Vietnam.
Native Hawaiian or other Pacific Islander (nonHispanic):
A person having origins in any of the original peoples of
Hawaii, Guam, Samoa, or other Pacific islands.
2-7
Using Race and Ethnicity Categories
• Counts for all other groups should remove Hispanic/Latino (e.g.,
“African-American” should really be “non-Hispanic African-American”).
• Groups MORE specific than the six major groups may be defined IF
they may be aggregated into the six major groups.
• Any of the six groups consisting of one (1) percent or more of the
juvenile population in a specific jurisdiction (subject to juvenile justice
contact and processes) should be assessed independently.
• Reports should describe the categories and allocation rules used. Be
consistent within a state/local report.
2-8
Juvenile Justice System Contact Points
Youth Population
1
Arrest
(Law Enforcement
referral)
2
Other
Referral
Source
Juvenile Court
Referrals
3
Diverted from system (alternative handling)
4
Detention
5
Petition Filed
(Charged)
6
Transfer / waiver to
Adult Court
10
Found Delinquent
(Guilty)
7
Probation
Supervision
8
Secure Confinement
9
2-9
Contact Points: Standard Definitions
Contact Point
Definition
Arrest
Youth are considered to be arrested when law
enforcement agencies apprehend, stop, or
otherwise contact them and suspect them of
having committed a delinquent act.
Referral
When a potentially delinquent youth is sent
forward for legal processing and received by a
juvenile or family court or juvenile intake agency,
either as a result of law enforcement action or
upon a complaint by a citizen or school.
Diversion
Youth referred to juvenile court for delinquent acts
are often screened by an intake department (either
within or outside the court). The intake department
may decide to dismiss the case for lack of legal
sufficiency, resolve the matter informally (without
the filing of charges), or resolve it formally (with
the filing of charges). The diversion population
includes all youth referred for legal processing but
handled without the filing of formal charges.
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Contact Points: Standard Definitions
(cont’d)
Contact Point
Definition
Detention
Detention refers to youth held in secure detention
facilities at some point during court processing of
delinquency cases (i.e., prior to disposition). The
detention population may also include youth held in
secure detention to await placement following a
court disposition. For the purposes of DMC,
detention may also include youth held in jails and
lockups.
Petitioned/charges filed
Formally charged (petitioned) delinquency cases are
those that appear on a court calendar in response to
the filing of a petition, complaint, or other legal
instrument requesting the court to adjudicate a
youth as a delinquent or status offender or to waive
jurisdiction and transfer a youth to criminal court.
Delinquent findings
Youth are judged or found to be delinquent during
adjudicatory hearings in juvenile court. Being found
(or adjudicated) delinquent is roughly equivalent to
being convicted in criminal court.
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Contact Points: Standard Definitions
(cont’d)
Contact Point
Definition
Probation
Those in which a youth is placed on formal or courtordered supervision following a juvenile court
disposition. Notably, youth on “probation” under
voluntary agreements without adjudication should
not be counted here but should instead be part of
the diverted population.
Confinement in secure correctional facilities
Confined cases are those in which, following a court
deposition, youth are placed in secure residential or
correctional facilities for delinquent offenders. The
confinement population should not include all youth
placed in any form of out-of-home placement.
Transferred to adult court
Waived cases in which a youth is transferred to
criminal court as a result of a judicial finding in
juvenile court. Juveniles may be transferred to
criminal court through a variety of other methods,
but most of these methods are difficult or
impossible to track from within the juvenile justice
system, including prosecutor discretion or
concurrent jurisdiction, legislative exclusion, and
the variety of blended sentencing laws.
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Module 3:
Phase 1:
Identification: Measuring the Extent of DMC
Phase 1. Identification
Answer the questions:
• Does DMC exist?
• If so, where on the juvenile
justice continuum?
• And with what minority
population?
• To what extent?
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Important Considerations in
Measuring DMC
• The need to compare jurisdictions and trends
despite vast differences in the demographic
composition of communities.
• DMC measurement is like taking vital signs in a
hospital—it doesn’t tell you what the illness is or
how to fix it, but it does tell you if it is getting
better or worse and where to aim diagnostic
resources.
3-2
Why Measure DMC?
• To determine the existence and extent of
disproportionality—“between race” comparisons within
jurisdictions and at specific decision points.
• To make comparisons across multiple jurisdictions and
select jurisdictions to receive primary attention.
• For data-based targeting of assessment studies,
identifying points of intervention, and resource
allocation.
• To enable monitoring/comparison of DMC trends.
3-3
Rates
Total number of units measured by the indicator
in relation to some base (population or volume
of activity at the juvenile justice system contact
points).
3-4
Relative Rate Index Formula
When Compared With White Rate
(Most Frequently Used Formula)
Relative Rate Index
=
minority rate ÷ white rate
3-5
Relative Rate Index Formula When
Compared With Another Minority Rate
(When minority youth comprise the majority of the
youth population)
Relative Rate Index
=
minority rate ÷ another minority rate
3-6
Relationship of Data Elements for
Relative Rate Index Calculations
Youth Population
1
Arrest
(Law Enforcement
referral)
2
Other
Referral
Source
Juvenile Court
Referrals
3
Diverted from system (alternative handling)
4
Detention
5
Petition Filed
(Charged)
6
Transfer / waiver to
Adult Court
10
Found Delinquent
(Guilty)
7
Probation
Supervision
8
Secure Confinement
9
3- 7
Identifying the numerical bases for
rate calculations
Contact Point
Preferred base for rate
Arrest
Rate 1,000 population
Referral to juvenile court
Rate per 100 arrests
Diversion (prior to adjudication)
Rate per 100 referrals
Detention
Rate per 100 referrals
Petition/charges filed
Rate per 100 referrals
Delinquency finding
Rate per 100 petitions/charges filed
Placement in probation
Rate per 100 delinquency findings
Placement in secure correctional facility
Rate per 100 delinquency findings
Transfer to adult court
Rate per 100 petitions filed
3-8
A Simple Example
•A state with nearly 1,100,000 white non-Hispanic youths has
22,175 arrests in 2002 involving such youths. What is the rate of
arrests per 1,000 white non-Hispanic youth?
• The same state has nearly 185,000 non-Hispanic black or
African-American youths with 12,700 arrests in 2002,. What is the
rate of arrests per 1,000 non-Hispanic black or African-American
youth?
• What is the Relative Rate Index, indicating the relative volume of
arrests involving black or African-American youth compared with
that of white youth?
3-9
A Simple Example (cont’d)
• A state with nearly 1,100,000 white (non-Hispanic) youths has 22,175 arrests in 2002
involving such youths. What is the rate of arrests per 1,000 white non-Hispanic youth?
22,175 / 1,100,000 x 1,000 = 20.1
•
The same state has nearly 185,000 (non-Hispanic) black or African-American youths
with 12,700 arrests in 2002. What is the rate of arrest per 1,000 non-Hispanic black or
African-American youth?
12,700 / 185,000 x 1,000 = 68.6
•
What is the Relative Rate Index indicating the relative volume of arrests involving black
or African-American youth compared with that of white youth?
RRI = 68.6 / 20.1 = 3.41, indicating that the rate of arrests of black/AfricanAmerican youth was more than 3 times higher than that for white nonHispanic youth.
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A Second Example
•In 2002, this state had 3,588 episodes of diversion among
white non-Hispanic youth with a total referral activity of
22,175. What was the rate of diversions of per 100 referrals
for white youth?
• Among black or African-American youth, there were 1,121
episodes of diversion with a total referral activity of 12,681.
What was the rate of diversion per 100 referrals for black or
African-American youth?
• What was the RRI, indicating the rate of diversion activity for
black or African-American youth compared with that for white
youth?
3-11
A Second Example (cont’d)
•
In 2002, this state had 3,588 episodes of diversion among white non-Hispanic
youth, with a total referral activity of 22,175. What was the rate of diversions per 100
referrals for white non-Hispanic youth?
3,588 / 22,175 x 100 =16.18
•
Among black or African-American youth, there were 1,121 episodes of diversion
with a total referral activity of 12,681. What was the rate of diversion per 100
referrals for black or African-American youth?
1,121 / 12,681 x 100 = 8.84
•
What was the RRI, indicating what the rate of diversion activity for black or AfricanAmerican youth compared with that for white youth?
RRI = 8.84 / 16.18 = 0.55 indicating that the rate of diversion for
black/African-American youth is a little more than half the rate of
diversion for white non-Hispanic youth.
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Five Steps of Interpreting and
Analyzing RRI Values to Drive
Decision-Making
Step 1. Statistical significance
Step 2. Magnitude of RRI
Step 3. Volume of activity
Step 4. Comparison with other jurisdictions
Step 5. Contextual Considerations (Examining the local
context)
3-13
Step 1 of Interpreting and Analyzing
RRI Values to Drive Decision-Making
Step 1. Statistical significance
•
Statistically significant does not mean that a
difference is big or important.
•
A statistically significant difference does mean that
there is statistical evidence that a difference in rates
is unlikely to have occurred by chance. In other
words, we can have confidence that 95 times out of
100 (contingent upon the significance level chosen)
the difference was not random.
3-14
Anywhere County Raw Data
Black or
AfricanAmerican
Hispanic
or Latino
Hawaiian
Pacific
Islander
Anywhere County
Total
Youth
White
1. Population at risk (age 10 through 17)
176,115
115,605
15,622
13,238
26,368
0
2. Juvenile Arrests
6,492
4,236
1,630
0
456
3. Referrals to Juvenile Court
9,641
5,166
2,636
700
4. Cases Diverted
3,625
2,147
816
5. Cases Involving Secure Detention
2,902
1,316
6. Cases Petitioned (Charge Filed)
4,368
7. Cases Resulting in Delinquent
Findings
American
Indian or
Alaska
Native
Other/
Mixed
All
Minorities
1,824
3,458
60,510
0
170
0
2,256
860
0
228
51
4,475
258
323
0
63
18
1,478
1,055
212
211
0
96
12
1,586
2,149
1,425
327
322
0
134
11
2,219
2,755
1,355
889
192
222
0
89
8
1,400
8. Cases Resulting in Probation
Placement
1,634
862
477
109
145
0
38
3
772
9. Cases Resulting in Confinement in
Secure Juvenile Correctional Facilities
1,125
460
427
96
104
0
34
4
665
41
13
20
3
5
0
0
0
28
10. Cases Transferred to Adult Court
Asian
3-15
Analysis Based on Statistical
Significance
Native
Hawaiian/
Pacific
Islander
Black or
AfricanAmerican
Hispanic
or Latino
2. Juvenile Arrests
2.85
NA
0.47
NA
3. Referrals to Juvenile Court
1.33
NA
1.55
4. Cases Diverted
0.74
0.89
5. Cases Involving Secure Detention
1.57
6. Cases Petitioned (Charge Filed)
American
Indian or
Alaska
Native
Other/
Mixed
All
Minorities
2.54
**
1.02
NA
1.10
**
1.63
0.90
NA
0.66
0.85
0.79
1.19
0.96
NA
1.65
0.92
1.39
1.30
1.12
0.90
NA
1.41
0.52
1.19
7. Cases Resulting in Delinquent Findings
0.99
0.93
1.09
NA
1.05
**
1.00
8. Cases Resulting in Probation Placement
0.84
0.89
1.03
NA
0.67
**
0.87
9. Cases Resulting in Confinement in
Secure Juvenile Correctional Facilities
1.41
1.47
1.38
NA
1.13
**
1.40
10. Cases Transferred to Adult Court
2.85
**
**
NA
**
**
2.09
Group meets 1 percent threshold
Yes
Yes
Yes
No
Yes
Yes
Data—Anywhere County
Asian
3-16
Five Steps of Interpreting and Analyzing
RRI Values to Drive Decision-Making
(cont’d)
• Step 2. Magnitude of RRI
• Step 3. Volume of activity
• Step 4. Comparison with other jurisdictions
• Step 5. Contextual Considerations (i.e. examining
the local context)
3-17
Step 2 of Interpreting and Analyzing
RRI Values to Drive Decision-Making
Step 2: Magnitude of RRI (i.e. the effect size)
The size of the RRI based on the magnitude of the index values.
Statistical equality in processing should generate an RRI value of
1.0.
To what extent does each stage generate a value substantially
different from 1.0?
Values under 1.0 reflect disparities as well
Step 3: Volume of activity
Step 4: Comparison with other jurisdictions
Step 5: Examining the local context
3-18
Magnitude: How much RRI is above
or below 1.0
Area of concern
Decision stage or contact points
More than 1.00
Arrests
Referrals to Juvenile Court
Cases involving secure detention
Cases petitioned
Cases resulting in delinquency findings
Cases resulting in confinement in secure juvenile
correctional facilities
Cases transferred to adult court
Less than 1.00
Cases diverted
Cases resulting in probation placement
Note: RRI values that cause DMC concern can be greater than 1 or less than 1.
3-19
Analysis Based on Magnitude of RRI
The greatest statistically significant disparities are at the arrest stage for
Blacks and Native Americans and the adult court transfer stage for Black
youth.
Native
Hawaiian/
Pacific
Islander
American
Indian or
Alaska
Native
Black or
AfricanAmerican
Hispanic
or Latino
2. Juvenile Arrests
2.85
NA
0.47
NA
2.54
**
1.02
3. Referrals to Juvenile Court
1.33
NA
1.55
NA
1.10
**
1.63
4. Cases Diverted
0.74
0.89
0.90
NA
0.66
0.85
0.79
5. Cases Involving Secure Detention
1.57
1.19
0.96
NA
1.65
0.92
1.39
6. Cases Petitioned (Charge Filed)
1.30
1.12
0.90
NA
1.41
0.52
1.19
7. Cases Resulting in Delinquent Findings
0.99
0.93
1.09
NA
1.05
**
1.00
8. Cases Resulting in Probation Placement
0.84
0.89
1.03
NA
0.67
**
0.87
9. Cases Resulting in Confinement in
Secure Juvenile Correctional Facilities
1.41
1.47
1.38
NA
1.13
**
1.40
10. Cases Transferred to Adult Court
2.85
**
**
NA
**
**
2.09
Group meets 1 percent threshold
Yes
Yes
Yes
No
Yes
Yes
Data—Anywhere County
Asian
Other/
Mixed
All
Minorities
3-20
Analysis Based on Magnitude of RRI
The RRIs for Black and Native American youth at the detention stage show
the next greatest magnitude of disparity.
Native
Hawaiian/
Pacific
Islander
American
Indian or
Alaska
Native
Black or
AfricanAmerican
Hispanic
or Latino
2. Juvenile Arrests
2.85
NA
0.47
NA
2.54
**
1.02
3. Referrals to Juvenile Court
1.33
NA
1.55
NA
1.10
**
1.63
4. Cases Diverted
0.74
0.89
0.90
NA
0.66
0.85
0.79
5. Cases Involving Secure Detention
1.57
1.19
0.96
NA
1.65
0.92
1.39
6. Cases Petitioned (Charge Filed)
1.30
1.12
0.90
NA
1.41
0.52
1.19
7. Cases Resulting in Delinquent Findings
0.99
0.93
1.09
NA
1.05
**
1.00
8. Cases Resulting in Probation Placement
0.84
0.89
1.03
NA
0.67
**
0.87
9. Cases Resulting in Confinement in
Secure Juvenile Correctional Facilities
1.41
1.47
1.38
NA
1.13
**
1.40
10. Cases Transferred to Adult Court
2.85
**
**
NA
**
**
2.09
Group meets 1 percent threshold
Yes
Yes
Yes
No
Yes
Yes
Data—Anywhere County
Asian
Other/
Mixed
All
Minorities
3-21
Analysis Based on Magnitude of RRI
The smallest RRI values below 1.00 are found for Black and Native American
youth at the diversion stage. They receive the benefit of diversion at a
considerably lower rate than White youth.
Native
Hawaiian/
Pacific
Islander
American
Indian or
Alaska
Native
Black or
AfricanAmerican
Hispanic
or Latino
2. Juvenile Arrests
2.85
NA
0.47
NA
2.54
**
1.02
3. Referrals to Juvenile Court
1.33
NA
1.55
NA
1.10
**
1.63
4. Cases Diverted
0.74
0.89
0.90
NA
0.66
0.85
0.79
5. Cases Involving Secure Detention
1.57
1.19
0.96
NA
1.65
0.92
1.39
6. Cases Petitioned (Charge Filed)
1.30
1.12
0.90
NA
1.41
0.52
1.19
7. Cases Resulting in Delinquent Findings
0.99
0.93
1.09
NA
1.05
**
1.00
8. Cases Resulting in Probation Placement
0.84
0.89
1.03
NA
0.67
**
0.87
9. Cases Resulting in Confinement in
Secure Juvenile Correctional Facilities
1.41
1.47
1.38
NA
1.13
**
1.40
10. Cases Transferred to Adult Court
2.85
**
**
NA
**
**
2.09
Group meets 1 percent threshold
Yes
Yes
Yes
No
Yes
Yes
Data—Anywhere County
Asian
Other/
Mixed
All
Minorities
3-22
Step 3 of Interpreting and Analyzing
RRI Values to Drive Decision-Making
Step 3: Volume of activity
The amount of activity at each contact point.
In which stages (among the ones showing
significant RRIs) are the most youth involved?
Focus on the groups and stages that will have the
impact on the largest numbers of youth.
Step 4: Comparison with other jurisdictions
Step 5: Examining the local context
3-23
Volume of Activity by Race and
Contact Point
Black or
AfricanAmerican
Hispanic
or
Latino
Native
Hawaiian
or other
Pacific
Islander
Asian
American
Indian or
Alaska
Native
Other/
Mixed
All
Minorities
2. Juvenile Arrests
1,630
NA
456
0
170
0
2,256
3. Referrals to Juvenile Court
2,636
700
860
0
228
51
4,475
816
258
323
0
63
18
1,478
5. Cases Involving Secure Detention
1,055
212
211
0
96
12
1,586
6. Cases Petitioned (Charge Filed)
1,425
327
322
0
134
11
2,219
889
192
222
0
89
8
1,400
477
109
145
0
38
3
772
427
96
104
0
34
4
665
20
3
5
0
0
0
28
4. Cases Diverted
7. Cases Resulting in Delinquent Findings
8. Cases Resulting in Probation Placement
9. Cases Resulting in Confinement in Secure
Juvenile Correctional Facilities
10. Cases Transferred to Adult Court
3-24
Step 4 of Interpreting and Analyzing RRI
Values to Drive Decision-Making
Step 4: Comparison with other jurisdictions
How the county compares with other counties across
the country with available data (900+ counties).
Step 5: Examining the local context
3-25
Compare Your Date With the National
Data
Using the National DMC Databook and/or the RRI
Comparison Tool
• Examine basic rates and RRI values for Black, Native and
Asian youth (not Hispanic yet)
• Explore trends over time and for differing crime categories
• View sample text interpretations for the RRI values.
www.ojjdp.ncjrs.gov/ojstatbb/dmcdb/asp/sources.asp
3-26
Comparison With Other Jurisdictions
1. The Basis for Comparison:
• 900+ jurisdictions with data entered into the OJJDP Web site during 2006-07
• Grouped according to the size of the total juvenile population:
1. Under 5,000 total youth
2. 5,000 through 19,999 youth
3. 20,000 or more total youth
4. All jurisdictions
2. Used to show the jurisdiction’s RRI value for a particular decision stage and
race/ethnicity group in percentile terms compared with other similar jurisdictions.
3. Using the DMC Local Data Comparison tool:
On the Web from the OJJDP “DMC tools” web page
(http://ojjdp.ncjrs.gov/dmc/tools/index.html)
4. Using an Excel spreadsheet downloaded from the OJJDP Web site
3-27
Comparison With Other Jurisdictions
County Name
Select County size for Comparison
ANYWHERE County
(1 = Large, 2 = Medium, 3 = Small , 4 = comparison to all counties)
1
Comparison to be used:
Compared with Jurisdictions reporting in 2006-7 and having 20,000 youth or
more
2. Juvenile Arrests
Black or
AfricanAmerican
5.67
Hispanic or
Latino
1.13
Asian
0.52
Native
Hawaiian or
other
Pacific
Islanders
*
3. Refer to Juvenile Court
0.83
0.95
1.01
*
1.16
*
0.87
4. Cases Diverted
0.90
1.06
0.82
*
0.90
*
0.93
5. Cases Involving Secure Detention
1.28
0.96
1.05
*
1.86
*
1.22
6. Cases Petitioned
1.40
1.54
1.70
*
1.72
*
1.46
7. Cases Resulting in Delinquent
Findings
0.93
0.84
1.23
*
**
*
0.93
8. Cases resulting in Probation
Placement
1.00
1.05
1.02
*
**
*
1.01
9. Cases Resulting in Confinement in
Secure Juvenile Correctional
Facilities
1.12
0.74
**
*
**
*
1.07
10. Cases Transferred to Adult Court
1.79
2.88
**
*
**
*
2.03
American
Indian or
Alaska
Native
1.45
Other/
Mixed
*
All
Minorities
2.40
3-28
Step 5 of Interpreting and Analyzing RRI
Values to Drive Decision-Making
Step 5: Examining the local context
•Is the agency involved in that decision point amenable to
change?
•Have there been recent events (public relations issues) that
make a change in DMC patterns more or less likely?
•Are funds or resources available that might assist (or
hinder, if lacking) the DMC effort at this decision point?
•Is strong leadership available that is committed to
addressing DMC issues?
3-29
Step 5 of Interpreting and Analyzing RRI
Values to Drive Decision-Making
(continued)
•Are best practices models for this decision point available
and applicable?
•Is there support for DMC reduction within the affected
minority group and within the political leadership of that
group?
•Are there issues with the affected minority group regarding
media attention at this decision point (e.g., potentially high
visibility events that could generate support or resistance for
DMC)?
3-30
DMC Data – Common Issues
1. Missing data elements
2. Inability to find Hispanic data for arrest
3. Data definitions that don’t match the OJJDP
recommendations
4. Small numbers
5. Racial “minority” may actually be the statistical
majority
6. Homogenous communities in which there are few
white youth
3-31
Sample RRI Analysis Tracking Sheet
Key:
S= Statistically Significant M=Magnitude of RRI V=Volume of Activity
C=Comparative with other jurisdictions
C=Contextual Considerations
State: Any State,
County: Any County
Black or
AfricanAmerican
Hispanic or
Latino
Asian
Native
Hawaiian or
other Pacific
Islander
American
Indian or
Native
Other/
Mixed
2. Juvenile Arrests
S,M,V,C,C
N/A
S,M,V
N/A
S,M,V,C,C
**
3. Referrals to Juvenile Court
S, M,V, C
N/A
S,M,V
N/A
S,M,V
**
4. Cases Diverted
5. Cases Involving Secure
Detention
6. Cases Petitioned (Charges
Filed)
7. Cases Resulting in
Delinquent Findings
8. Cases resulting Probation
Placement
9. Cases Resulting in
Confinement in Secure
Juvenile Correctional Facilities
10. Cases Transferred to
Adult Court
S, M,V, C
S,M,V,C,C
S,M,V
S,M,V
S,M,V
N/A
N/A
S,M
S,M
S,M,V
S,M,V
S,M,V
N/A
S,M
S,M
S,M,V
N/A
S,M
**
S,M,V
S,M,V
N/A
S,M,V
S,M,VC,C
S,M,V
N/A
S,M,V,C,C
**
**
N/A
All
Minorities
S,M,V,
S,M,V,C
S,V,C
S, V
**
S,M,V,
S,M
**
S,M,V,
**
**
3-32
Small Group Exercise: 5 Step RRI
Analysis
Please answer the following questions in writing and complete the
RRI Analysis and Tracking Sheet based on the data from (Insert State
Here) targeted jurisdictions. You will be asked to explain your
answers.
1. Statistical Significance
Is there statistical significance at any juvenile justice system contact
points? If so, what are they?
2. Magnitude of RRI Values
Which of these statistically significant RRIs are also of a
considerable magnitude (i.e. how much greater or lower than 1.0)?
3-33
Small Group Exercise: 5 Step RRI
Analysis (continued)
3. Volume of Activity
Among these significant RRIs of large magnitude, which are also
associated with a large volume of cases?
4. Comparison of other jurisdictions
How does this jurisdiction(s) compare to other communities in the
state (urban, suburban, rural, etc.)?
5. Contextual Considerations
Are there any contextual considerations that could act as barriers to
addressing DMC in this community?
3-34
RRI Analysis Tracking Sheet
Key:
State: Any State,
County: Any County
S= Statistically Significant M=Magnitude of RRI V=Volume of Activity
C=Comparative with other jurisdictions
C=Contextual Considerations
Black or
AfricanAmerican
Hispanic or
Latino
Asian
Native
Hawaiian or
other Pacific
Islander
American
Indian or
Native
Other/
Mixed
All
Minorities
2. Juvenile Arrests
3. Referrals to Juvenile Court
4. Cases Diverted
5. Cases Involving Secure
Detention
6. Cases Petitioned (Charges
Filed)
7. Cases Resulting in
Delinquent Findings
8. Cases resulting Probation
Placement
9. Cases Resulting in
Confinement in Secure
Juvenile Correctional Facilities
10. Cases Transferred to
Adult Court
3-35
DMC-Reduction Planning Worksheet
JUVENILE JUSTICE POINTS OF CONTACT
DMCREDUCTION
ACTIVITIES
Arrest
Referral
Diversion
Detention
Petitioned/
Charges Filed
Delinquent
Findings
Probation
Confinement in
Secure
Correctional
Facilities
Transferred to
Adult Courts
Identification
Assessment/
Diagnosis
Intervention
Strategies
(Including
Staffing,
Funding, and
Timelines)
Evaluation/
Performance
Measurement
Monitoring
3-36
Module 4:
Phase 2
Assessment/Diagnosis:
What Possible Factors/Mechanisms
Contribute to DMC?
Phase 2. Assessment
Answers the questions:
•
Given the knowledge we have about
our community, what probable
explanations may be generated about
DMC in the areas of focus?
•
What are the types of data and patterns
of results needed to support the
possible explanations generated?
•
What are the sources of the needed
data?
•
Based on analyses of data obtained,
what are the most likely mechanisms
creating DMC in the areas of focus
based on data analysis?
•
What are the mechanisms that the
community decides to address with
intervention strategies?
4-1
Mechanisms Leading to DMC:
Differential Treatment
Is DMC caused by intentional or unintentional bias? Intentional
bias is overt and operates on stereotypes and assumptions.
Unintentional bias is typically indirect and operates through
legitimate criteria but disadvantages minority youth.
• For example, are more minority youth referred to secure
detention based on indirect effects?
• Suggested data sources
• Case files
• Surveys of youth and staff
• Detention Risk Assessment Instruments
4-2
Mechanisms Leading to DMC:
Differential Behavior
•
In offenses reported to the police, do descriptions of an offender’s
race indicate that minorities and non minorities commit offenses at
different rates?
•
How does this difference lead to the DMC numbers that we see? Do
we have differences in drug-related offenses, violence offenses,
gang offenses, and/or recidivism offenses per age groups?
•
Suggested data sources
• Arrest records (police records)
• Self-reported delinquency reports (Youth Risk Behavior Survey)
• Incident-based crime reports (National Incident-Based Reporting
System)
• Aggregated crime statistics (State Statistical Analysis Centers)
4-3
Mechanisms Leading to DMC:
Mobility
•
Is there an influx of juveniles that temporarily changes the demographic
composition of the population?
• For example, is this a summer destination or spring break destination?
•
What is the relationship between the youth’s legal residence and the
location/jurisdiction of apprehension?
•
Suggested data sources
• Arrest data (police reports)
• Court referral data
4-4
Mechanisms Leading to DMC:
Indirect Effects
• What are the risk factors for involvement in the juvenile
justice system?
• To what extent do risk factors differ for kids of color, and
does it explain RRI?
•
Suggested data sources:
• OJJDP Model Programs Guide community indicators
• Self-report data on alcohol, tobacco, and other drug use
• Community-level income data
• Community-level unemployment rate
• Community-level demographic data
• Area-level school attendance data
4-5
Mechanisms Leading to DMC:
Differential Opportunities for Prevention and Treatment
•
Do minorities and non-minorities have the same access to services
in terms of the service programs location, fees, other requirements,
and the like?
•
Are minorities and non-minorities offered prevention and early
intervention programming at the same rate?
•
If minority youth are more involved in particular offenses, are
prevention and treatment services available to address those types
of behavior?
•
What is the rate at which minorities are admitted to communitybased programs for first-time offenders compared with the rate at
which they are confined in secure detention? How do these rates
compare with the rates for non-minorities?
4-6
Mechanisms Leading to DMC:
Differential Opportunities for Prevention and Treatment
(continued)
• What is the rate at which minorities are enrolled in prevention
programming for at-risk youths? How does this rate compare
with the rate at which non-minorities are being admitted?
• What is the minority participation in existing prevention
programs? What is the effectiveness of the programs?
•
Suggested data sources:
• Prevention program availability, enrollment, and
participation data
• Court disposition data
4-7
Mechanisms Leading to DMC:
Differential Handling or Inappropriate Decision-Making
Criteria
•
What are the bases or criteria on which decisions are made?
•
Are those criteria applied consistently across all groups of youth?
•
Are the criteria structured in a manner that places some groups at
a disadvantage?
•
Are minorities and non-minorities treated similarly by the justice
system?
•
Are minorities and non-minorities treated similarly when charged
with the same type of offense?
•
How do the rates at which minorities and non-minorities are
adjudicated for the same offenses differ?
•
How do the rates at which minorities and non-minorities are
offered programming compare?
4-8
Mechanisms Leading to DMC:
Differential Handling or Inappropriate DecisionMaking Criteria
•
Do youth’s reports of interaction between youth and those who
work in the juvenile justice system differ across races and
ethnicities? How?
•
How do arrest rates compare with incident-based crime reports
for minorities and non-minorities?
•
What factors are putting youths at risk of offending?
•
What factors are protecting them?
•
Suggested data sources:
– NIBRS data (where available)
– Periodic client surveys
4-9
Mechanisms Leading to DMC:
Justice by Geography
• To what extent, do different neighborhoods,
communities, or regions have different rates of arrest,
different sensitivity to types of offenses, different
definitions of severity or other juvenile justice
decisions?
• Do those differences coincide with different racial and
ethnic composition?
• Suggested data sources:
• Arrest data by neighborhood, region, county, or state
4-10
Mechanisms Leading to DMC:
Legislation, Policies, and Legal Factors with DMC
Impact
•
What rules exist for releasing youths after the initial hearing? Do
these rules disproportionately affect minorities?
•
What policies are in place to regulate behavior among youths at the
area schools? Do these disproportionately affect minority youths?
•
Does enforcement deployment differ?
•
What procedures exist for providing youth with indigent defense?
Do these procedures disproportionately affect minority youths?
•
Suggested data sources:
• State and/or local code
• Administrative rules regarding handling of youths in the juvenile
justice system
4-11
Mechanisms Leading to DMC:
Accumulated Disadvantage
• Simple accumulation
• Do small to moderate differences at each stage
compound into a disadvantage for minority youth?
• Impacts on later decisions
• Do decisions made at earlier stages affect outcomes at
later stages, in particular, judicial disposition?
• Suggested data sources:
• RRI-level data
• Transactional data including race/ethnicity and the
outcomes of multiple decisions within the juvenile justice
system
4-12
Mechanisms Leading to DMC:
Statistical Aberrations
•
Counting issues:
• Do census estimates provide substantial undercounts of specific groups?
• Do classification and recording issues related to racial/ethnic identification
lead to substantial uncertainty about the rates of system activity?
•
Statistical issues:
• Do small numbers in specific groups or small numbers within a jurisdiction
for a year make it difficult to identify statistically significant patterns?
• Possible solutions (as noted earlier) — aggregate data over multiple
jurisdictions or multiple years.
•
Possible data source: other service system data
4-13
Assessment Exercise: Name That
Mechanism
Name
That
Mechanism
4-14
Differential
Offending
Mobility
Indirect
Effects
Differential
Opportunities for
Prevention and
Treatment
Name
That
Mechanism
Differential
Handling
Justice
by
Geography
Legislation,
Policy, and Legal
Factors
Accumulated
Disadvantage
4-15
Name That Mechanism
Youth who appear with a private
attorney are diverted at a higher rate
than those with public defenders.
4-16
Differential
Offending
Mobility
Indirect
Effects
Differential
Opportunities for
Prevention and
Treatment
Name
That
Mechanism
Differential
Handling
Justice
by
Geography
Legislation,
Policy, and Legal
Factors
Accumulated
Disadvantage
4-17
Name That Mechanism
The County juvenile diversion programs are only for firsttime offenders
4-18
Differential
Offending
Mobility
Indirect
Effects
Differential
Opportunities for
Prevention and
Treatment
Name
That
Mechanism
Differential
Handling
Justice
by
Geography
Legislation,
Policy, and Legal
Factors
Accumulated
Disadvantage
4-19
Name That Mechanism
The Police Department has decided
that all juvenile felony cases must
go directly to Court and by-pass
Intake Screening
4-20
Differential
Offending
Mobility
Indirect
Effects
Differential
Opportunities for
Prevention and
Treatment
Name
That
Mechanism
Differential
Handling
Justice
by
Geography
Legislation,
Policy, and Legal
Factors
Accumulated
Disadvantage
4-21
Name That Mechanism
The “Latin Kings”
street gang
4-22
Differential
Offending
Mobility
Indirect
Effects
Differential
Opportunities for
Prevention and
Treatment
Name
That
Mechanism
Differential
Handling
Justice
by
Geography
Legislation,
Policy, and Legal
Factors
Accumulated
Disadvantage
4-23
Name That Mechanism
Bobby gets in trouble so often
because his father has been in
prison for the past five years
4-24
Differential
Offending
Mobility
Indirect
Effects
Differential
Opportunities for
Prevention and
Treatment
Name
That
Mechanism
Differential
Handling
Justice
by
Geography
Legislation,
Policy, and Legal
Factors
Accumulated
Disadvantage
4-25
Name That Mechanism
The Central City School District has
Zero Tolerance for fights…
participants must be arrested
4-26
Differential
Offending
Mobility
Indirect
Effects
Differential
Opportunities for
Prevention and
Treatment
Name
That
Mechanism
Differential
Handling
Justice
by
Geography
Legislation,
Policy, and Legal
Factors
Accumulated
Disadvantage
4-27
Name That Mechanism
In Anywhere County, each of the
suburban communities has a Youth
Court diversion program, but the
Central City doesn’t
4-28
Differential
Offending
Mobility
Indirect
Effects
Differential
Opportunities for
Prevention and
Treatment
Name
That
Mechanism
Differential
Handling
Justice
by
Geography
Legislation,
Policy, and Legal
Factors
Accumulated
Disadvantage
4-29
Name That Mechanism
New York City: Times Square
Memphis: Beale Street
New Orleans: Bourbon Street
San Francisco: Haight Ashbury
4-30
Differential
Offending
Mobility
Indirect
Effects
Differential
Opportunities for
Prevention and
Treatment
Name
That
Mechanism
Differential
Handling
Justice
by
Geography
Legislation,
Policy, and Legal
Factors
Accumulated
Disadvantage
4-31
Name That Mechanism
Some prefer powder cocaine, while
others prefer crack cocaine
4-32
Differential
Offending
Mobility
Indirect
Effects
Differential
Opportunities for
Prevention and
Treatment
Name
That
Mechanism
Differential
Handling
Justice
by
Geography
Legislation,
Policy, and Legal
Factors
Accumulated
Disadvantage
4-33
Name That Mechanism
Bobby’s Mom has three jobs
4-34
Differential
Offending
Mobility
Indirect
Effects
Differential
Opportunities for
Prevention and
Treatment
Name
That
Mechanism
Differential
Handling
Justice
by
Geography
Legislation,
Policy, and Legal
Factors
Accumulated
Disadvantage
4-35
Name That Mechanism
Gang members are not allowed at
the Central City Girls and Boys Club
4-36
Differential
Offending
Mobility
Indirect
Effects
Differential
Opportunities for
Prevention and
Treatment
Name
That
Mechanism
Differential
Handling
Justice
by
Geography
Legislation,
Policy, and Legal
Factors
Accumulated
Disadvantage
4-37
Name That Mechanism
Poverty is the reason we have
Disproportionate Minority Contact in
the Juvenile Justice System
4-38
Differential
Offending
Mobility
Indirect
Effects
Differential
Opportunities for
Prevention and
Treatment
Name
That
Mechanism
Differential
Handling
Justice
by
Geography
Legislation,
Policy, and Legal
Factors
Accumulated
Disadvantage
4-39
Name That Mechanism
When non-secure group home
residents go AWOL, an arrest warrant
is issued. When the residents are
eventually arrested, the warrant
prescribes they be taken directly to
secure detention.
4-40
Differential
Offending
Mobility
Indirect
Effects
Differential
Opportunities for
Prevention and
Treatment
Name
That
Mechanism
Differential
Handling
Justice
by
Geography
Legislation,
Policy, and Legal
Factors
Accumulated
Disadvantage
4-41
Name That Mechanism
The Anywhere County
Family/Juvenile Court does not have
any Spanish-speaking staff
4-42
Differential
Offending
Mobility
Indirect
Effects
Differential
Opportunities for
Prevention and
Treatment
Name
That
Mechanism
Differential
Handling
Justice
by
Geography
Legislation,
Policy, and Legal
Factors
Accumulated
Disadvantage
4-43
Name That Mechanism
There is an 80% re-arrest rate among
juveniles who are released from longterm residential correctional
placement
4-44
Differential
Offending
Mobility
Indirect
Effects
Differential
Opportunities for
Prevention and
Treatment
Name
That
Mechanism
Differential
Handling
Justice
by
Geography
Legislation,
Policy, and Legal
Factors
Accumulated
Disadvantage
4-45
Name That Mechanism
The Suburban Town Police Chief reports that the Super
Mall, which is on the City busline, has a big shoplifting
problem, mostly involving Central City juveniles
4-46
Differential
Offending
Mobility
Indirect
Effects
Differential
Opportunities for
Prevention and
Treatment
Name
That
Mechanism
Differential
Handling
Justice
by
Geography
Legislation,
Policy, and Legal
Factors
Accumulated
Disadvantage
4-47
Name That Mechanism
The Anywhere County Probation
Department’s “Juvenile Electronic
Monitoring Program” charges clients
$10 a day for their electronic ankle
bracelet
4-48
Differential
Offending
Mobility
Indirect
Effects
Differential
Opportunities for
Prevention and
Treatment
Name
That
Mechanism
Differential
Handling
Justice
by
Geography
Legislation,
Policy, and Legal
Factors
Accumulated
Disadvantage
4-49
Name That Mechanism
Anywhere County Department of Juvenile Justice Criminal History
Name: Bobby Jones
DOB: 06/13/1997
5/18/2007 - Truancy Petition
10/18/2007 - Truancy Petition
10/20/2007 - Shoplifting
11/15/2007 - Adjudicated PINS, 6 months Probation
12/07/2007 - Larceny 3rd
12/07/2007 - Admitted Secure Detention
12/10/2007 - Probation Violation, Probation extended 12 months
12/26/2007 - Burglary 2nd
12/26/2007 - Admitted Secure Detention
3/15/2008 - Placed in Juvenile Corrections, 6 months
4-50
Differential
Offending
Mobility
Indirect
Effects
Differential
Opportunities for
Prevention and
Treatment
Name
That
Mechanism
Differential
Handling
Justice
by
Geography
Legislation,
Policy, and Legal
Factors
Accumulated
Disadvantage
4-51
Discussing Mechanisms Leading to
DMC
1. Generate a list of probable explanations.
1. Discuss each probable explanation.
1. Questions to ask or data to collect to
determine if this explanation stands.
1. Suggested data sources to check out this
explanation.
4-52
Analyzing the Data and Determining the
Most Likely Mechanism(s) Creating DMC
•
What process will the community use to identify the mechanisms?
•
Who is going to be brought into the process to understand and accept the data?
•
Who is going to be brought together to bring ideas?
•
Identify possible mechanisms that contribute to the differences at contact point, such as
arrests.
•
Suggest data or other information that would help decide which of the alternative
mechanisms should be studied.
•
What organizations and individuals should be involved in gathering this information?
•
Who is going to do the analysis?
•
Does the mechanism have the hypothesized relationship to race/ethnicity?
•
Does the mechanism have the expected relationship to the juvenile justice contact
point that is being explained?
•
If the impact of that mechanism is held constant, does the strength of the relationship
of race/ethnicity at that same contact point become markedly reduced?
4-53
Assessment Data Collection
Strategies
•
Informational interviews
•
Focus groups
•
Review court and other agency case-level records
•
State and national risk factor data (e.g., census data,
alcohol and drug abuse data, school data)
•
Specialized surveys
4-54
DMC-Reduction Planning Worksheet
JUVENILE JUSTICE POINTS OF CONTACT
DMCREDUCTION
ACTIVITIES
Arrest
Referral
Diversion
Detention
Petitioned/
Charges Filed
Delinquent
Findings
Probation
Confinement in
Secure
Correctional
Facilities
Transferred to
Adult Courts
Identification
Assessment/
Diagnosis
Intervention
Strategies
(Including
Staffing,
Funding, and
Timelines)
Evaluation/
Performance
Measurement
Monitoring
4-55
Module 5:
Phase 3
Intervention:
Developing Data-Based Strategies to Reduce
DMC
Phase 3. Intervention
Answer the following
questions:
• What direct services are
available?
• Is there training and
technical assistance
available?
• What systems change
activities are needed?
5-1
Intervention Strategies
Intervention
Type
Direct services
-Prevention and early intervention
-Diversion
-Alternatives to secure confinement
-Advocacy
Training and technical assistance
-Cultural competency training and program
development
-Culturally competent staffing practices
Systems change
-Legislative reforms
-Administrative, policy, and procedural
changes
-Structured decision-making
5-2
Direct Services:
Prevention and Early Intervention
Prevention is proactive and aimed at youth who exhibit
risk factors for delinquency but who have not been
adjudicated delinquent. Intervention is reactive and aimed
at youth already juvenile justice–system involved.
•Examples: family therapy, parent training, cognitive behavioral
treatment, mentoring, academic skills enhancement,
afterschool recreation, vocational/job training, and wraparound
services.
•DMC mechanisms addressed: differential offending, mobility
effects, indirect effects, and differential opportunities for
prevention and treatment.
5-3
Direct Services: Diversion
Specialized subset of interventions that typically
serve youth who are at risk or have been arrested or
referred to the juvenile court for status offenses or
non-serious delinquent offenses.
•Examples: community service, informal hearings, family
group conferences, victim impact panels, victim–offender
mediation, mentoring, teen courts, restitution, and other
restorative justice strategies.
•DMC mechanisms addressed: indirect effects, differential
opportunities, differential processing, justice by
geography.
5-4
Direct Services:
Alternatives to Secure Confinement
Alternatives keep less-serious or nonviolent
offenders at home or in their home communities with
greater access to needed resources without
endangering the community, and at much less
expense.
•Examples: home confinement (or house arrest), day (or
evening) treatment facilities, shelter care, specialized
foster care, attendant or holdover care, and intensive
supervision programs.
•DMC mechanisms addressed: indirect effects, differential
opportunities, differential processing, and justice by
geography.
5-5
Direct Services: Advocacy
Advocacy connects youth and families with a variety of social
networks and service providers to integrate services that
multiple agencies provide, to ensure continuity of care, and to
facilitate the development of a youth’s social skills. It promotes
the coordination of human services for, opportunities for, or
benefits that help juvenile justice system–involved youth and
families.
•Examples: Detention advocacy programs, minority family
advocacy programs in Colorado.
•DMC mechanisms addressed: indirect effects, differential
opportunities, and differential processing.
5-6
Training and Technical Assistance:
Cultural Competency Training and Program
Development
Cultural competency training and culturally competent programs
engender a deeper awareness of cultural factors (e.g., differences
in communication styles, body language and demeanor, language
use, beliefs about the family, attitudes toward authority figures)
among staff, administrators, and the public that typically influence
decision-making about youth.
•Examples: training in cultural differences for law
enforcement/juvenile justice practitioners, Strengthening Families
Program, and Syracuse Family Development Research Program.
Programs need to be tailored to the culture and population served.
•DMC mechanisms addressed: indirect effects, differential
opportunities, differential processing, accumulated disadvantage,
and justice by geography.
5-7
Training and Technical Assistance:
Culturally Competent Staffing Practices
Hire, promote, and retain—at all levels qualified—
culturally competent personnel who belong to the
minority groups that these agencies serve.
•Examples: minority internship programs, interpreters,
translators, minority recruitment programs, languageappropriate materials, and community-based
neighborhood prosecution.
•DMC mechanisms addressed: differential opportunities,
differential processing, accumulated disadvantage,
legislation, policies, and legal factors.
5-8
Systems Change: Legislative Reforms
Legislative reforms that promote systems change can be
an effective strategy for addressing DMC because of the
enormous potential for producing broad-based change in
every aspect of the system.
•Examples: monitoring bills concerning juvenile justice issues
to ensure they do not result in statutes that could fuel
overrepresentation or bias justice officials’ decision-making;
enacting laws to establish standards for decision-making at
certain stages of the juvenile justice process.
•DMC mechanisms addressed: differential processing;
legislation, policies, and legal factors with disproportionate
impact; accumulated disadvantage.
5-9
Systems Change:
Administrative, Policy, and Procedural Changes
Altering the way an organization operates can
provide the impetus for administrative, policy, and
procedural changes that can reduce DMC.
•Examples: sentencing guidelines, diversion guidelines,
probation classification systems, detention release
criteria.
•DMC mechanisms addressed: differential opportunities;
differential processing; legislation, policies, and legal
factors with disproportionate impact; accumulated
disadvantage.
5-10
Systems Change:
Structured Decision-Making
Uses statistical risk classification (i.e., a risk
assessment instrument) to objectively classify youth
according to level of risk and to reassess level of risk
at different stages in the juvenile justice process.
•Examples: detention screening instruments, risk
assessment instruments, needs assessment instruments.
•DMC mechanisms addressed: differential processing;
accumulated disadvantage.
5-11
Contributing Mechanisms
Intervention Strategies and
Contributing Mechanisms
Direct
Services
Differential Offending
X
Mobility
X
Indirect Effects
X
Differential Opportunities
X
Training & Technical
Assistance
Systems Change
X
X
X
X
X
Differential Handling/
Inappropriate Criteria
X
X
Justice by Geography
X
X
X
X
Legislation, Policies, & legal factors
X
X
Statistical Aberrations
X
X
Accumulated Disadvantage
X
5-12
Exercise: Name That
Intervention
Name
That
Intervention
5-13
Prevention
Diversion
Alternatives to Secure
Confinement
Advocacy
Name
That
Intervention
Culturally Competent
Practices
Administrative,
Policy, and Procedural
Changes
Structured Decision
Making
Legislative Reforms
5-14
Name That Intervention
The County will implement a Risk
Assessment Instrument to screen all
possible admissions to the Juvenile
Detention Center
5-15
Prevention
Diversion
Alternatives to Secure
Confinement
Advocacy
Name
That
Intervention
Culturally Competent
Practices
Administrative,
Policy, and Procedural
Changes
Structured Decision
Making
Legislative Reforms
5-16
Name That Intervention
A Juvenile Court judge orders 40
hours of Community Service with the
Volunteer Action Agency instead of
one-year of formal supervision by the
Probation Department
5-17
Diversion
Prevention
Alternatives to Secure
Confinement
Advocacy
Name
That
Intervention
Culturally Competent
Practices
Legislative Reforms
Administrative,
Policy, and Procedural
Changes
Structured Decision
Making
5-18
Name That Intervention
“Deinstitutionalization of Status
Offenders”
(a JJDPA Core Protection)
5-19
Alternatives to Secure
Confinement
Prevention
Diversion
Advocacy
Name
That
Intervention
Culturally Competent
Practices
Administrative,
Policy, and Procedural
Changes
Structured Decision
Making
Legislative Reforms
5-20
Name That Intervention
The local Legal Aid Society will
provide free legal representation in
delinquency cases to poor juveniles
and their families
5-21
Alternatives to Secure
Confinement
Prevention
Diversion
Advocacy
Name
That
Intervention
Culturally Competent
Practices
Administrative,
Policy, and Procedural
Changes
Structured Decision
Making
Legislative Reforms
5-22
Name That Intervention
A non-secure group home
5-23
Alternatives to Secure
Confinement
Prevention
Diversion
Advocacy
Name
That
Intervention
Culturally Competent
Practices
Administrative,
Policy, and Procedural
Changes
Structured Decision
Making
Legislative Reforms
5-24
Name That Intervention
The Juvenile Court arranges for a
translator to be present at all
proceedings in the case of Juan
Hernandez. (Juan’s parents do not
speak English)
5-25
Alternatives to Secure
Confinement
Prevention
Diversion
Advocacy
Name
That
Intervention
Culturally Competent
Practices
Administrative,
Policy, and Procedural
Changes
Structured Decision
Making
Legislative Reforms
5-26
Name That Intervention
The Principal of the Junior High
School will end their Zero Tolerance
arrest policy for food fights in the
school cafeteria
5-27
Alternatives to Secure
Confinement
Prevention
Diversion
Advocacy
Name
That
Intervention
Culturally Competent
Practices
Administrative,
Policy, and Procedural
Changes
Structured Decision
Making
Legislative Reforms
5-28
Name That Intervention
In September, the Elementary School
will begin an Aggression Replacement
Training (ART) program for all 4th
graders
5-29
Alternatives to Secure
Confinement
Prevention
Diversion
Advocacy
Name
That
Intervention
Culturally Competent
Practices
Administrative,
Policy, and Procedural
Changes
Structured Decision
Making
Legislative Reforms
5-30
Name That Intervention
A Juvenile Court judge will order an
electronic monitoring ankle bracelet
and home confinement for Bobby
Jones in lieu of a six-month out-ofhome residential placement
5-31
Alternatives to Secure
Confinement
Prevention
Diversion
Advocacy
Name
That
Intervention
Culturally Competent
Practices
Administrative,
Policy, and Procedural
Changes
Structured Decision
Making
Legislative Reforms
5-32
Name That Intervention
A local faith-based group is working
with community leaders to allow some
gang members who are first offenders
to be eligible for diversion programs.
They are presently excluded.
5-33
Alternatives to Secure
Confinement
Prevention
Diversion
Advocacy
Name
That
Intervention
Culturally Competent
Practices
Legislative Reforms
Administrative,
Policy, and Procedural
Changes
Structured Decision
Making
5-34
Name That Intervention
• Multi-Systemic Therapy
• Cognitive Behavioral Therapy
• Functional Family Therapy
5-35
Alternatives to Secure
Confinement
Prevention
Diversion
Advocacy
Name
That
Intervention
Culturally Competent
Practices
Administrative,
Policy, and Procedural
Changes
Structured Decision
Making
Legislative Reforms
5-36
Name That Intervention
The State’s House and Senate have
agreed to change the requirements for
admission to secure juvenile
detention… limiting the use of
detention to only violent felony cases
5-37
Alternatives to Secure
Confinement
Prevention
Diversion
Advocacy
Name
That
Intervention
Culturally Competent
Practices
Legislative Reforms
Administrative,
Policy, and Procedural
Changes
Structured Decision
Making
5-38
Name That Intervention
The Probation Department will now
see Juvenile Delinquents and their
families in a neighborhood satellite
office during the evening rather than
during the day in their downtown
headquarters building
5-39
Alternatives to Secure
Confinement
Prevention
Diversion
Advocacy
Name
That
Intervention
Culturally Competent
Practices
Legislative Reforms
Administrative,
Policy, and Procedural
Changes
Structured Decision
Making
5-40
Name That Intervention
The City’s police detectives had been
requiring all juvenile felony cases to
go directly to court. The Police Chief
has now directed that these cases
should first be screened by an
Intake Officer
5-41
Alternatives to Secure
Confinement
Prevention
Diversion
Advocacy
Name
That
Intervention
Culturally Competent
Practices
Legislative Reforms
Administrative,
Policy, and Procedural
Changes
Structured Decision
Making
5-42
Name That Intervention
Juveniles apprehended for shoplifting
will be considered for participation in
the Boys & Girls Club Good Citizen’s
Program instead of arrest and court
referral
5-43
Alternatives to Secure
Confinement
Prevention
Diversion
Advocacy
Name
That
Intervention
Culturally Competent
Practices
Legislative Reforms
Administrative,
Policy, and Procedural
Changes
Structured Decision
Making
5-44
Name That Intervention
• Restorative Justice programs
• Informal probation supervision
5-45
Alternatives to Secure
Confinement
Prevention
Diversion
Advocacy
Name
That
Intervention
Culturally Competent
Practices
Legislative Reforms
Administrative,
Policy, and Procedural
Changes
Structured Decision
Making
5-46
Ten Steps for Developing a
DMC-Reduction Action Plan
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Identify key players.
Get your community together.
Run a good meeting.
Ensure community’s/participants’ understanding of the RRI data.
Reach consensus on areas of concern.
Collect and analyze assessment data to determine mechanisms that
have led to DMC in the areas of concern.
Prioritize mechanisms of focus that the community decides to address.
Identify best practices to address the mechanisms of focus for
DMC.
Develop goal statements.
Establish a DMC-reduction action plan with timelines, responsible
parties, resources, and measures of success.
5-47
Developing a DMC-Reduction Action Plan:
Step 8. Identify Best Practices to Address
the Mechanisms of Focus for DMC Exercise
If the community data on arrest of black/African-American
youth indicates that, among other mechanisms, the
majority of the arrests involve chronically aggressive
black youth who were repeatedly arrested for delinquent
and aggressive behaviors against others, and the
community decides to target this mechanism with
intervention activities:
• Aggression Replacement Therapy (ART), Connections,
FFT, Project Back-on-Track and five county-based DMC
multi-component strategies (Cook County, Dauphin
County, Hillsborough County, King County, and Rock
County)
5-48
Developing a DMC-Reduction Action Plan:
Step 9. Develop Goal Statements Exercise
A goal statement sets out what one intends:
“The DMC Committee will reduce
disproportionality among black youth at the
arrest stage.”
5-49
Developing a DMC-Reduction Action Plan:
Step 9. Develop Goal Statements Exercise
An objective or activity statement sets out one strategy to
achieve the goal. There are likely to be many
objectives/strategies.
“The DMC Committee will reduce disproportionality
among black youth at the arrest stage.”
Objective 1: By establishing regular evidence-based
cultural competency training.
5-50
Developing a DMC-Reduction Action Plan:
Step 10. Specify Timelines, Responsibilities,
Resources, and Measures of Success Exercise
An action plan consists of numerous activities (objectives)
to reach the stated goal. The action plan should indicate
the steps to implement each activity, a certain date, who
is responsible, and how you know the step was
accomplished.
Example: “[B]y the DMC Committee, by May 15, 2011,
measure: the list of those to attend the training is
developed.”
5-51
Developing a DMC-Reduction Action Plan:
Steps 9-10. Goal and Action Plan Summarized
•
Goal (“I will accomplish….”)
• Action plan (“By doing….”)
• Objective/Activity/strategy 1
• Steps (elements to accomplish the best-practice
activity broken down by smallest increments. This
should include date to complete, who is responsible,
and how you know it is accomplished. Steps may
include substeps as well.)
• Objective/Activity/strategy 2
• Steps
Caveat: Keep track of the progress of your action plan (but not
through performance measurement reporting)
5-52
Steps 8-10 Exercise.
Determine Mechanisms for DMC, Developing Action
Plans, and Identifying Responsibility
Exercise:
• Select evidence-based, if possible, intervention strategies to
address statistically significant juvenile justice system contact
points for two races and ethnicities and enter these on your DMCReduction Planning Worksheet.
• Develop goal statements.
• Describe a DMC-reduction action plan with specific intervention
strategies, staffing, funding, and timeline for implementation and
enter these on your Action Plan.
• Report out.
5-53
DMC-Reduction Planning Worksheet
JUVENILE JUSTICE POINTS OF CONTACT
DMCREDUCTION
ACTIVITIES
Arrest
Referral
Diversion
Detention
Petitioned/
Charges
Filed
Delinquent
Findings
Probation
Confinement
in Secure
Correctional
Facilities
Transferred to
Adult Courts
Identification
Assessment/
Diagnosis
Intervention
Strategies
(Including
Staffing,
Funding, and
Timelines)
Evaluation/
Performance
Measurement
Monitoring
5-54
DMC-Reduction Action Plan
Name: ______________________
Date: ______________
Organization: _________________
Intervention(s) to be undertaken
Action Steps
Staff Responsible
Timeline
5-55
Module 6:
Phase 4
Evaluation:
Measuring the Effectiveness of DMCReduction Strategies
Phase 4. Evaluation
Answers the following
questions:
•
What is the effectiveness
of DMC intervention
efforts?
•
How can an intervention
be improved?
•
What additional resources
are needed?
6-1
What is Evaluation?
Evaluation is a formal process for
collecting, analyzing, and interpreting
information about a program’s
implementation and effectiveness. It
uses procedures that are systematic,
objective, and unbiased.
6-2
Types of Program Evaluation
Impact evaluations are broader and
assess the overall or net effects—
intended or unintended—of the
program as a whole.*
Impact
Evaluation
Scope
Outcome evaluations investigate
whether the program causes
demonstrable effects on specifically
defined target outcomes.*
Outcome
Evaluation
Process evaluations investigate the
process of delivering the program,
focusing primarily on inputs,
activities, and outputs.*
Process Evaluation
Performance Measurement
Program Monitoring
Time
*Evaluation
definitions excerpt from William M. Trochim, The Research Methods Knowledge Base,
Second Edition.
6-3
Two Types of
Program Evaluation
• Process Evaluation – examines how a
program works
• Outcome Evaluation – examines whether or
not the expected benefits from a program
were achieved.
6-4
Process Evaluation
• Can be likened to a quality control review of
a program
• Documents and analyzes the development
and implementation of a program
• Critical for the replication of a program in
other jurisdictions
6-5
Process Evaluation cont’d
Typical Questions About a Program
• What are the goals and objectives of the
program? How were they defined? By whom?
Are they clearly specified?
• Does the program operate in an environment
supportive of achieving its goals and
objectives?
6-6
Process Evaluation
Typical Questions cont’d
• To what extent have staff been trained in how to
achieve program goals and objectives?
• Do all program staff and clients understand the
goals and objectives of the program?
• Is the delivery of the program consistent across all
staff?
6-7
Process Evaluation
Typical Questions cont’d
• How are clients actually recruited? Is this
consistent with program design?
• Are client eligibility requirements appropriate
and/or realistic?
• Is the program culturally competent?
• Are staff and clients satisfied with the operation of
the program?
6-8
Process Evaluation
Typical Questions cont’d
• Was the program sufficiently staffed and resourced
to be able to achieve program goals and
objectives?
• Have any internal or external events occurred
during the course of the program that might
impede achieving goals and objectives?
6-9
Various Sources of Process Data
•
•
•
•
•
•
•
•
•
Program Proposal, funding documents
Program’s Policy and Procedure Manual
Training records
Quarterly reports
Daily log of program events
Satisfaction surveys
Attendance records and client service files
Staff & client interviews and focus groups
Case studies of service delivery to clients
6-10
Outcome Evaluation
• Examines the results of a program to
determine whether or not expected benefits
and goals were achieved.
• Did it work?
6-11
Outcome Evaluation
The Bottom Line
You said the program would [X]… did it???
• Reduce re-arrests of youth returning from juvenile
corrections by 90%?
• Double the percentage of youth offered juvenile diversion
services?
• Lower the Secure Detention RRI for Black youth from 3.68
to 1.50 in the first year?
6-12
Impact Evaluation
Assesses the overall or net effects—intended
or unintended—of the program as a whole
Did the program do what it said it would do
and/or did it do other things not in the original
plan?
6-13
Impact Evaluation: The Bottom Line
You said the program would [X]… did it???
• Reduce re-arrests of youth returning from juvenile
corrections by 90%?-Yes
• Double the percentage of youth offered juvenile
diversion services?-Yes (Why did this not occur?
• Lower the Secure Detention RRI for Black youth from
3.68 to 1.50 in the first year? No (Why did this not
occur?)
• Unintended effect: Youth who received diversion
services grades improved by 5%
6-14
Outcome Evaluation - Measurement
Measurement is the Key to Evaluation
•
If you can measure it… you can change it…
•
Measurement is the process of operationalizing a
program goal. That is, linking the goal to a concrete,
observable indicator that tells us the extent to which a
goal has been achieved.
6-15
Measurement – A Basic DMC
Example
Program Goal: To reduce DMC at the arrest contact
point.
Evaluation Measure: The Arrest RRI
•In this simple example, we would demonstrate if the
program achieved the desired outcome by examining the
Relative Rate Index at the arrest stage for race/ethnic
groups for time periods before and after the program
intervention.
6-16
Measurement: A More Complicated
Example
Program Scenario:
• A program proposes to reduce DMC at the Arrest contact
point by increasing Police use of available arrest diversion
programs.
• The premise of the program is that Police don’t use
diversion opportunities because they aren’t aware of them.
• The objective is to increase Police Officer knowledge of
diversion, thereby leading to increased use of diversion.
6-17
Measurement Example cont’d
Goals & Objectives:
•
Reduce DMC at Arrest contact point
•
Increase Police knowledge of diversion
•
Increase Police use of diversion
Possible Measurements for Evaluation:
•
Compare Arrest RRI pre & post program
•
Administer a diversion knowledge test to Police Officers at start & finish of
training program
•
Compare diversion usage rates pre & post program among Officers with
Hi/Medium/Low knowledge scores.
6-18
Possible Analysis:
Arrest RRI Values Before and After Training
RRI 12 months
Before Training
RRI 12 months
After Training
Black RRI
3.25
1.25
Hispanic RRI
2.25
1.15
6-19
Possible Analysis:
Police Officer Diversion Knowledge Scores
Before and After Training Program
%
Before Training
%
After Training
Officer Knowledge
Score
High
Medium
Low
15%
30%
55%
100%
70%
20%
10%
100%
6-20
Evaluation Exercise
Program Scenario:
• Assessment research reports a high Arrest RRI among Black
youth due to school fights.
• The school proposes to reduce the Arrest RRI for Black youth by
conducting a Youth Violence Reduction Program.
• Program objectives are to impact youth Knowledge, Attitudes, and
Behaviors (KAB) related to violence through counseling, role
playing, development of coping skills, and training on alternatives
to violence.
Exercise: Identify various measurements and data collection
strategies to evaluate goal achievement.
6-21
Evaluation Exercise: Various
Questions
•
What are youth attitudes toward violence? For example, how
many find it acceptable to settle a dispute by violent means?
•
What is the youth knowledge base regarding alternatives to
violence? Are they aware of different ways to settle disputes?
•
Are school fights down as a result of the training?
•
Are youth arrests down as a result of the training?
•
Is the Arrest RRI for Black youth down as a result of the training?
6-22
Evaluation Exercise: Various
Approaches
• Administer a pre & post program survey measuring attitudes
toward violence, including scales that measure “violence
acceptability”.
• Administer a pre & post program knowledge test measuring
knowledge of various ways to settle disputes.
• Measure the number of school fights, pre & post program, from
school incident records.
• Measure the number of youth arrests for assault, pre & post
program, from police blotter data.
• Compare the Arrest RRI, pre & post program, for Black youth.
6-23
DMC-Reduction Planning Worksheet
JUVENILE JUSTICE POINTS OF CONTACT
DMCREDUCTION
ACTIVITIES
Arrest
Referral
Diversion
Detention
Petitioned/
Charges
Filed
Delinquent
Findings
Probation
Confinement in
Secure
Correctional
Facilities
Transferred to
Adult Courts
Identification
Assessment/
Diagnosis
Intervention
Strategies
(Including
Staffing,
Funding, and
Timelines)
Evaluation/
Performance
Measurement
Monitoring
6-24
Module 7:
Phase 5
Monitoring: Continuing to Measure the Extent
of DMC
Phase 5. Monitoring
Reasons for Ongoing Monitoring
Uses the same methods as the
Identification Phase to address
the following questions:
•Has the targeted RRI improved
or worsened?
•Have other RRI values improved
or worsened?
•What can account for these
changes?
7-1
More Reasons for Ongoing
Monitoring
• Changing demographics in the state or
localities affects DMC trends.
• Fluctuations in DMC rates require
adjustments in intervention strategies.
• Multiple data points are needed to evaluate
success of intervention strategies.
• Ongoing monitoring sustains the visibility
and need to address DMC.
7-2
Example: Arrest RRI Values Across
Years
•
RRI
RRI Values for Juvenile Arrests in Brown County 2002-2004
7.0
6.0
5.0
4.0
3.0
2.0
1.0
0.0
6.24
5.39
4.61 4.46
4.47
ND ND
Black or AfricanAmerican
0.64
Hispanic or
Latino
0.82
1.88 2.20 2.26
1.45 1.08
Asian
2002
3.78
American Indian
or Alaska Native
2003
2004
All Minorities
7-3
Example: Detention RRI Values
Across Years
RRI
•
3
2.5
2
1.5
1
0.5
0
RRI Values for Cases Involving Secure Detention in Dane
County 2002-2004
2.54
2.11 1.99 2.09
2.82
2.73
2.20
2.22
1.60
2.17
1.96 2.13
2002
2003
2004
Black or African- Hispanic or Latino
American
Asian
All Minorities
7-4
DMC-Reduction Planning Worksheet
JUVENILE JUSTICE POINTS OF CONTACT
DMCREDUCTION
ACTIVITIES
Arrest
Referral
Diversion
Detention
Petitioned/
Charges
Filed
Delinquent
Findings
Probation
Confinement in
Secure
Correctional
Facilities
Transferred to
Adult Courts
Identification
Assessment/
Diagnosis
Intervention
Strategies
(Including
Staffing,
Funding, and
Timelines)
Evaluation/
Performance
Measurement
Monitoring
7-5
Sample Completed DMC-Reduction
Planning Worksheet
Arrests
Identification
Detention
Petitioned/
Charges Filed
Delinquent Findings
Confinem
Correctio
Probation
-RRI data show each minority group
is diverted at a lesser rate that
whites, particularly American Indians
(0.66)
-RRI data show American Indian
(1.65), Black (1.57), and Hispanic
(1.19) youth are detained at a higher
rate than white youth
-American Indian (1.41),
Black (1.30), and Hispanic
(1.12) youth are petitioned
at a higher rate than
whites
-RRI’s show little
disproportionality at this
stage.
- American Indian (0.67),
Black (0.84), and
Hispanic (0.89) youth get
probation at a lesser rate
than whites
-RRI data s
(1.47), Blac
Asian (1.38
likely then w
institutionali
-City police refuse to allow diversion of
felony cases
-Youth are referred to
court “to get treatment”
(mental health,
substance abuse, anger
mgt)
-There are fewer city-based diversion
resources than in suburbs (minority
population is city-based)
-No standardized risk assessment
tools used by detention facility for
potential admissions
-Minority youth rely on public
counsel while white youth use
private attorneys
-Parents must attend probation intake
meeting for youth to be eligible for
diversion (job & transportation
problems)
-Police prefer secure over non-secure
detention
-Police act as
complainant, insisting on
prosecution, bypassing
the diversion stage
-Minority youth are
denied the communitybased probation sanction
based on perceptions of
risk, family stability, lack
of parental supervision
-Youth viola
not keeping
meetings w
resulting in
confinemen
-Probation Director to
explore use of “Youth
Assessment Screening
Instrument” (YASI),
reporting to August
Committee meeting
-Develop “s
fulfillment” p
reduce miss
send postca
reminder fo
Mayor’s Off
$500 for ma
-Zero tolerance for school conduct;
students arrested for fights
-Frequent re-arrest of youth on aftercare
(after release from long term
confinement)
-Chief Jones reports that his officers
seem to resist the idea of diverting
juvenile arrests, especially minority kids
who “just don’t get it”
-Implement a New York DMC Arrest
Diversion Project; have police divert
youth to human service program in lieu
of arrest; Police Chief Jones will assign
juvenile detective Watkins to seek
United Way funding for arrest diversion
project. Report back by May 1st.
Intervention
Strategies
(including
Staffing,
Funding,
and Timelines)
Diversion
-RRI data show Asian
(1.55) and Black (1.33)
youth are referred at a
higher rate than white
youth
-Suspended students are arrested for
trespass upon entry of school
Assessment/
Diagnosis
Referral
-The Relative Rate Index is 2.85 for
Blacks and 2.54 for American Indians
-Develop community assessment center
for diversion referrals; County Mental
Health Dept. will provide 2 clinicians for
assessment center; Mayor’s Office will
identify center site by July 1st
-Zero tolerance
policies... youth are sent
to court to send a
message to others that
behaviors won’t be
tolerated (eg., bomb
threats)
-Develop “youth
court/peer court”
program as an
alternative to official
Family Court processing;
Probation Dept to check
with OJJDP about
Colonie Youth Court
Model. PO to report
back to DMC Committee
at June meeting
-Develop electronic monitoring and/or
intensive supervision for aftercare
cases; Probation will donate 5 EM
bracelets for aftercare cases if
Corrections will agree to supervise
cases; get back to us in 30 days
-The State Education Department
has put the Central City High School
on its “Watch List” because of the
high number of reports of violence in
school. This is increasing pressure to
look tough and not divert cases in the
city
-Offer neighborhood-based diversion
programs in the West side of Central
City, particularly with Big Brothers/Big
Sisters and Boys and Girls Club of
Central City; Probation Director has a
June 3rd meeting with the Central City
Foundation to seek funds for a
diversion project with the Boys &
Girls Club; reporting back to DMC
Committee at July meeting
-Establish a probation satellite office
in the West Side neighborhood to see
juvenile clients in school setting
rather than main probation office
-May 15th meeting with Probation
Director Wilson and School
Superintendent Jackson to allocate
space to probation diversion program
in Central City High School
-Implement “Aggression Replacement
Training” in schools to reduce fights and
subsequent suspensions
-Police admissions lack legal
representation
-When parents are not available at
arrest, youth must be detained
-Police detain youth to “teach them a
lesson”; Judges detain youth “to get
them treatment”
-Explore alternative to Detention
programs: JDAI, Burns Institute,
Multnomah County, Oregon;
Probation Director Wilson will call
Annie Casey Foundation about JDAI
and report to DMC Committee at May
meeting
-Police label minority
youth as “gang affiliated”
because of residence,
which biases case with
county attorney
-Youth are i
because “ho
-Black youth who have
been in detention are
more likely to be charged
by prosecutor
-Conduct cultural
awareness training for
police and prosecutors;
County Attorney will
check with university on
availability of trainers
-Adopt use of detention screening
and risk-assessment instruments;
Vera Institute invited to make
presentation to DMC Committee on
risk assessment instruments at June
meeting
-Develop “Youth Advocate
Program” to enhance legal
representation at various
processing points
-County Bar Association to
write grant application within
30 days for $135,000 Formula
Grant to establish Juvenile
Legal Aid program
-Mayor Barn
concern tha
from an out
placement w
crime and a
on crime. P
agreed to tr
recidivism o
-Develop day reporting program
-Develop pre-trial electronic
monitoring; Family Court Judge
Wilson to check on legality of pre-trial
EM; also checking with Chief Judge
for funding of 3 EM bracelets
-Chief Jones suggests exploring DMC
and cultural diversity training for his
police officers
Evaluation/
Performance
Measurement
Output measures:
-Number of programs implemented*
-Number of program youth served*
-Number of program staff trained (on
diversity training for police)
-Number of hours of program staff
training provided
Output measures:
-Number of program
youth served*
Output measures:
-Number of program youth served*
Outcome measures:
-Number of program
youth who offend or
reoffend*
-Number and percent of
program youth
completing program*
-Number and
percentage of program
youth exhibiting change
in targeted behavior*
Outcome measures:
-Number of program youth who
offend or reoffend*
-Number and percent of program
youth completing program*
*mandatory
*mandatory
*mandatory
*mandatory
*mandatory
*mandatory
*mandatory
-Police Chief to provide monthly
summary of arrests and diversion status
-Youth Court to sent
monthly intake stats to
DMC Coordinator
-Probation to track diversion denials
and reasons with bi-weekly report
-Detention to provide weekly tracking
of cases by “reason for admission” to
detention
-County Attorney to track
diversion by-pass cases
-Bar Association to provide
monthly report of court
outcome by attorney type
-Probation Juvenile Unit
to review YASI scores
and sanctions at
quarterly staff meeting
with court clerk
Outcome measures:
-Number of program youth who offend
or reoffend*
-Number and percent of program youth
completing program*
-Number and percentage of program
youth exhibiting change in targeted
behavior*
-Number and percentage of program
staff with increased knowledge of
program area
Monitoring
Output measures:
-Number of programs implemented*
-Number of program youth served*
-Number of objective decisionmaking
tools developed
-Number of planning activities
conducted
Outcome measures:
-Number of program youth who
offend or reoffend*
-Number and percent of program
youth completing program*
-Number and percentage of program
youth exhibiting change in targeted
behavior*
-Number and percentage of program
staff with increased knowledge of
program area
Output measures:
-Number of program staff
trained (on cultural
awareness for police and
prosecutors)
-Number of hours of
program staff training
provided
Outcome measures:
-Number of program
youth who offend or
reoffend*
-Number and percent of
program youth completing
program*
-Number and percentage
of program staff with
increased knowledge of
program area
Output measures:
-Number of programs
implemented*
-Number of program youth
served*
Outcome measures:
-Number of program youth
who offend or reoffend*
-Number and percent of
program youth completing
program*
-Number and percentage of
program youth exhibiting
change in targeted behavior*
Output measures:
-Number of programs
implemented*
-Number of program
youth served*
-Number of objective
decisionmaking tools
developed
-Number of planning
activities conducted
Outcome measures:
-Number of program
youth who offend or
reoffend*
Output mea
-Number of
implemente
-Number of
served*
Outcome m
-Number of
who offend
-Number an
program yo
program*
-Number an
program yo
change in ta
*mandatory
-Probation t
cases
7-6
Disproportionate Minority Contact (DMC)
Community and Strategic Planning (CASP)
Curriculum
Part II: Community Readiness
Module 8
Phase I
Community Engagement: How to facilitate
local initiatives
Not everything that is
faced can be changed, but
nothing can be changed
until it is faced.
- James Baldwin
8-1
Community Pathway to DMC Reduction
Acknowledgment
Action
Acceptance
Agreement
8-2
Reducing DMC Requires Targeted Action Planning
At-Risk Youth
Higher Risk/Need
Youth
Offenders
Detention
DMC
Secure
Confinement
8-3
The Context for DMC Planning
Social Conditions
Social Policies
Justice Policies
JJ Practices
DMC
8-4
Selecting DMC Reduction
Communities
•
Key stakeholders are committed to engaging in the process
•
The community possesses or has access to key data to analyze the
existence and extent of DMC locally
•
There is a DMC “Champion” willing to lead the local effort
•
There are existing “structures” already in place to house the DMC
effort
•
The community has the capacity to support the DMC effort
•
The community is willing and able to establish the position of a local
DMC Coordinator
8-5
Assessing Community Readiness for
DMC Reduction Action Planning
• Conduct community presentation on DMC
• Interview key community leaders
• Do key community leaders acknowledged that DMC exists?
• Have key community leaders expressed a desire to discuss
and address DMC?
• Document resources currently available in the community
• Prepare a report on findings, observations and recommendations
8-6
Selecting State and Local DMC Committees
• Judicial Branch Representatives
• Judges (Juvenile and Family Court)
• Administrative Office of the Court(s)
• Law Enforcement
• State Police
• Local Police Department
• Sheriff’s Office
• School Resource Officers
• Public Defenders
• Prosecutors
8-7
Selecting State and Local DMC
Committees (cont’d)
• Educational Community
• State Department of Education Representative
• University Representative
• Public School Administrator
• Private School Administrator
• School Data/MIS Representative
• Juvenile Justice Representatives
• Juvenile Court Administrator
• Chief Probation Officer
• Detention Administrator
8-8
Selecting State and Local DMC
Committees (cont’d)
•
•
•
•
•
•
•
•
State/Local Child Welfare Representatives
State/Local Mental Health Representatives
Faith Based Community Representatives
Private Service Providers
State/Local Advocacy Organizations
Community Representatives
Service Recipients
Representative(s) of Existing Community Initiatives
8-9
Selecting State and Local DMC
Committees (cont’d): Exercise
• Develop a list of possible community
organizations, associations, initiatives, etc.
that you are aware of in your
state/communities that should be
represented on your state and local DMC
Committee(s).
8-10
Developing a DMC-Reduction Action Plan:
Step 1. Identify Key Players
Discussion and Exercise
What is community engagement?
• How do we effectively recruit the community
and involve members of the community in
organizing our response to DMC, developing a
plan, and producing results?
8-11
Community Assessment:
The Social Autopsy
The Social Autopsy
• A social autopsy, for our purposes, is a
thorough examination of a person’s
experiences with the educational, child welfare,
mental health and juvenile and criminal justice
systems. Further, it is intended to expose the
social conditions that may have led to a
person’s involvement in these various systems.
8-12
Community Assessment
The Social Autopsy (cont’d)
Why Do a Social Autopsy?
• The Social Autopsy can be a valuable exercise and bring
additional clarity to your local DMC discussions and resolutions.
• The Social Autopsy helps puts a human face on the issue.
• It provides an important look at how the local justice system is
connected (or not connected).
• It provides clear insight into how youth move through the juvenile
justice system in each community.
• Provides insight into services that are provided.
• It provides an opportunity to pinpoint policy, procedural and
programmatic changes.
8-13
Community Assessment
The Social Autopsy (cont’d)
How is the Social Autopsy Conducted?
• Case selection
• Case file reviews
• Collaboration
• Confidentiality
8-14
Community Assessment
The Social Autopsy (cont’d)
Sample Collection Form
8-15
Sample Case File Review Results
8-16
Sample Case File Review Results
•
•
•
•
School provided the
greatest number of risk
indicators
All 11 youth have a history
of truancy
10 of the 11 have poor
academic achievement,
have been retained at least
one grade, have been
placed in alternative school
and have a generally
negative attitude towards
school
At least 7 of the youth also
have disciplinary referrals,
school suspensions and 8-17
school disruptions/moves
Sample Case File Review Results
10 of the 11 youth (91%) have
a mental health diagnosis and
an ongoing history of
antisocial behavior
82% have substance
abuse issues
Eight of the youth (73%)
have known aggressive
behavior and non-DJJ
out of home placements
Seven of the youth (64%)
have a history of physical
abuse victimization
8-18
Sample Case File Review Results
8-19
Local DMC-Reduction Model:
Action Plan
Phase I: Identification
Phase II: Assessment/Diagnosis
Phase III: Intervention
Phase IV: Evaluation
Phase V: Monitoring
8-20
Local DMC-Reduction Model:
Action Plan (cont’d)
Phase I: Identification
• Local DMC Committee
• Local DMC Coordinator
• Data Collection & Analysis
8-21
Local DMC-Reduction Model:
Action Plan (cont’d)
Phase II: Assessment
• Additional data collection & analysis
• Social autopsy
• Systems analysis
• Resource assessment
8-22
Local DMC-Reduction Model:
Action Plan (cont’d)
Phase III: Intervention
• Issue identification
• Goal development
• Strategies
• Outcomes
• Short-term outcomes
• Long-term impacts
• Timelines
8-23
Local DMC-Reduction Model:
Action Plan (cont’d)
Phase IV: Intervention
• Timelines
• Phased implementation
8-24
Local DMC-Reduction Model:
Action Plan (cont’d)
Phase IV: Evaluation
• Allow the DMC Committee to follow the progress of the
DMC Reduction Action Plan, to evaluate the
effectiveness of changes and interventions
8-25
Local DMC-Reduction Model:
Action Plan (cont’d)
Phase V:Monitoring
• Plan Adjustments
-Allow the Committee an opportunity to make the
changes that are necessary to achieve success
8-26
Using Assessment Results for
Reduction Action Planning
Policy/Procedural (Examples)
• Detention Risk Assessment Instruments
• Detention Processing
• Citations
• Warrants
• Sharing of Information
• Integrated Case Management
8-27
Responding to Assessment
Findings - Examples
Programs/Services (Examples)
• Juvenile Processing Centers
• Juvenile Assessment Centers
• Alternatives to Detention
8-28
Sample ATD Cost Savings
ATD Savings Calculator
Oct. 2008 - September 2009
Total
Days in
Care
Home Detention w/
Electronic Monitoring
3,450 $21.00
Foster Care
2,471
Secure Detention*
5,921
Totals
* Total
Daily Cost
Total ATD
Cost
Total Secure
Detention Cost
*
Total Savings
$72,450.00
$78.00
$192,738.00
$164.00
$971,044.00
$265,188.00
$971,044.00
$705,856.00
days youth would have spent in secure detention if an ATD was not utilized/available.
8-29
For more information or assistance
• OJJDP website: www.ojjdp.gov
• DMC webpage: www.ojjdp.gov/dmc
• OJJDP’s National Training and Technical
Assistance Center: www.nttac.org