Transcript Document

The Critical Role of Schools in Combating
Disproportionate Minority Contact (DMC):
National Perspective and Local Solutions
About NDTAC
 Neglected-Delinquent TA Center (NDTAC)
 Contract between U.S. Department of Education and
the American Institutes for Research
 John McLaughlin
Federal Coordinator, Title I, Part D Neglected, Delinquent, or
At Risk Program
 NDTAC’s Mission:
 Develop a uniform evaluation model
 Provide technical assistance
 Serve as a facilitator between different organizations,
agencies, and interest groups
 Join our listserv at
http://www.neglected-delinquent.org/nd/forms/listserv1.asp
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DMC: National Perspectives
DeAngela Milligan
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What is DMC?
Disproportionate Minority Contact refers to “the disproportionate
number of juvenile members of minority groups who come into
contact with the juvenile justice system”
Contact Points
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Arrest
Referral
Diversion
Detention
Petitioned/charges filed

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Delinquent findings
Probation
Confinement in secure correctional facilities
Transfer to adult court
Disproportionate Minority Contact Technical Assistance Manual Fourth Edition, July 2009. U.S. Office of
Juvenile Justice and Delinquency Prevention.
DMC and Title I, Part D
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 Title I, Part D funds can be used to serve children and youth who
are “most at-risk” of failing (Title I, Part D Statute, Subpart 1,
Section 1415(2)(B)(i)) and who have “the greatest need”
(Title I, Part D Nonregulatory Guidance, Subpart 1, Section H-1)
 Minority youth are typically the most at-risk of failing
academically and for involvement with the juvenile justice
system
 Black students are disproportionality represented in the Title I,
Part D program in both Subpart 1 (44%) and Subpart 2 (35%),
while White students represent 34% of the Subpart 1enrollment
and 35% of the Subpart 2 enrollment
For more information about Title I, Part D, see
http://www.neglected-delinquent.org/nd/aboutus/background.asp.
Relationship Between Schools and
DMC
 Poor academic outcomes, and other factors that contribute to
those outcomes (e.g., learning disabilities) can lead to minority
youth involvement with the justice system
 Punitive and inequitable school disciplinary practices can push
youth of color out of school and into the justice system
To learn more…
about the relationship between education and delinquency read the Center for Juvenile Justice
Reform’s “Addressing the Unmet Educational Needs of Children and Youth in the Juvenile Justice and
Child Welfare Systems”. Available at http://cjjr.georgetown.edu/pdfs/ed/edpaper.pdf.
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Contributing Factors
Student Risk Factors:
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Adverse childhood experiences
Emotional and behavioral
disorders
Learning disabilities
Substance abuse
Institutionally driven mobility
Poor mental and physical
health care
Exposure to antisocial peers
School Risk Factors:

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School
condition/environment
Teacher qualifications and
experience
Family Risk Factors:
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Poor family-school
relationships
Community Risk Factors:

Poverty
Aud, S., Fox, M., and KewalRamani, A. (2010). Status and Trends in the Education of Racial and Ethnic Groups (NCES 2010-015). U.S. Department
of Education, National Center for Education Statistics. Washington, DC: U.S. Government Printing Office.
Leone, P., & Weinberg, L. (2010). Addressing the unmet educational needs of children and youth in the juvenile justice and child welfare systems.
Center for Juvenile Justice Reform, Georgetown University.
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Academic Outcomes
Reading Achievement
Percentage
Math Achievement
Percentage
4th Grade
8th Grade
12th
Grade
4th Grade
8th Grade
12th
Grade
White
43
40
43
51
44
29
Black
14
13
16
16
12
6
Hispanic
17
15
20
22
17
8
Asian/Pacific
Islander
46
41
36
60
54
36
American
Indian/Alaska
Native
18
18
26*
21
18
6*
Data Sources: 1) U.S. Department of Education, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2005 and 2007 Reading
Assessment, NAEP Data Explorer.
2) U.S. Department of Education, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2005 and 2009 Mathematics Assessment,
NAEP Data Explorer.
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School Disciplinary Practices
Public School
Enrollment
Suspension Rate
Expulsion Rate
White
55.8%
15.6%
1.0%
Black
17%
42.8%
12.8%
21.2%
21.9%
3.0%
4.8% (Asian/Pacific
Islander)
10.8%* (Asian
only)
__
1.2%
14.2%*
__
Hispanic
Asian/Native
Hawaiian/Pacific
Islander
American
Indian/Alaska
Native
* Interpret with caution
Data Source: Public School Enrollment, and Suspension and Expulsion Rate are from: Aud, S., Fox, M., and
KewalRamani, A. (2010). Status and Trends in the Education of Racial and Ethnic Groups (NCES 2010-015). U.S.
Department of Education, National Center for Education Statistics. Washington, DC: U.S. Government Printing Office
Phase One of the DMC Reduction:
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Identification
1. Determine the extent to which DMC occurs in your
State/district/school
Sample data to collect:

Total youth population in State/district by race/ethnicity

Total percentage of the youth in State’s/district’s juvenile
justice system by race/ethnicity
For the purposes of this presentation NDTAC has revised the DMC reduction steps and some of the strategies provided in the OJJDP DMC TA Manual
to make them applicable to schools. Also see Milligan, D. (2007). Disproportionality in the Juvenile Justice System. The National Evaluation and
Technical Assistance Center for the Education of Children and Youth Who Are Neglected, Delinquent, or At-Risk. Available at http://www.neglecteddelinquent.org/nd/events/2007sep/presentations/poster/juvenile_justice.pdf.
Phase Two of the DMC Reduction:
Assessment/Diagnosis
2. Assess the possible explanations and factors that contribute to
the issue
Sample data to collect:
 Total school enrollment in State/district by
race/ethnicity
 Student achievement scores by race/ethnicity
 Rate of offense, referral to the principals office,
detention, suspension (in school and out of school),
expulsion, referral to police, and arrest rate by
race/ethnicity
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Phase Three of the DMC Reduction:
Interventions/Strategies
3. Devise a plan and implement interventions strategies
Sample data to collect:
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Research what reduction initiatives currently being
done in your State or district
Promising and evidence-based reduction strategies
Assess community/school readiness (e.g., funds) to
carryout the reduction initiative
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Phase Four of the DMC Reduction:
Monitoring/Evaluation
4. Monitor intervention strategies and assess performance
(formative and summative)
Sample data to collect:
 Measurement/evaluation data (e.g., rate of DMC
reduction)
 If DMC has not been reduced or if it has been reduced
collect additional data to find out why
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DMC Reduction Strategies for Schools:
Types of Strategies
 Direct Services - address the requirements of youth;
 Training and Technical Assistance - focus primarily on the
needs of teachers and school personnel; and
 System Change - involves altering aspects of the
educational system that may contribute to DMC.
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Direct Services: Prevention and Early
Intervention
 Family therapy
 Parent training and support
 Cognitive behavioral treatment
 Mentoring
 Academic skills enhancement
 Afterschool recreation
 Vocational/job training
 Wraparound services
 Character development
 School-based gang reduction initiatives
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Direct Services: Diversion and
Alternatives to Secure Confinement
 Community service (can be in school)
 Informal peer panels/hearings
 Family group conferences
 Victim-offender mediation
 Mentoring (peer and adult)
 Restitution
 In school detention and suspension
 Intensive in-school supervision
 Alternative dispute/conflict resolution
 Counseling/therapy for students and parents
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Direct Services: Advocacy
 Educational advocates
 Community advocates
 Peer advocates and school social groups
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Training and TA
 Cultural competency training for school staff
 Classroom behavior management training
 Culturally appropriate services and supports
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System Change
 Structured and data driven decision making
 Less punitive and more equitable practices
 Youth/family informed and focused policies and practices
 Cross departmental/agency collaboration and partnerships
 Financial incentives
 Top-down, bottom-up commitment
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Federal Reform Opportunities:
Current House and Senate Bills
Bills supporting a particular
approach to improving school
discipline:
• S.3733: Achievement through
Prevention Act (Bennet, CO)
• H.R. 2597: Positive Behavior for
Safe & Effective Schools Act (Hare,
IL)
• H.R. 4223: Academic, Social, and
Emotional Learning Act (Kildee, MI)
Bills proposing
implementation of best
practices in school discipline
to address particular issues:
• H.R. 5628: Ending Corporal
Punishment in Schools Act
(McCarthy, NY)
• H.R. 4247: Keeping All Students
Safe Act (Miller, CA)
• S. 2860: Preventing Harmful
Restraint and Seclusion in Schools
(Dodd, CT)
• H.R. 4286: Restorative Justice in
Schools Act (Cohen, TN)
Cregor, M. (September 2010). Legislative Reform At the Federal and State Levels. Presented at the Civil
Rights And School Discipline:Addressing Disparities To Ensure Equal Educational Opportunity Conference. For
more information about the above bills visit http://www.opencongress.org/bill/all
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Sample Reduction Initiatives
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Tallulah Prison-to-School Conversion Campaign
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MS Coalition for the Prevention of Schoolhouse 2 Jailhouse
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Denver Public Schools Promoting Academics and Character Education
(P.A.C.E) Program
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Harlem Children’s Zone Promise Academy Charter Schools
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Providing Support for State-Level Advocates to Challenge the School-to-Prison
Pipeline
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Dignity in Schools Campaign (DSC)
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Orange County, CA Early Intervention Program
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New York City Department of Education’s Impact Schools Policy
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Municipal Juvenile Diversion Program in Denver's Municipal Juvenile Court
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Challenging Discipline Policies and Practices in Florida Public Schools
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Tulsa County DMC Reduction Initiative

Memphis City Schools School House Adjustment Program Enterprise
(S.H.A.P.E.)
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G.R.A.S.S.Y
Department of School Safety, Security,
and Emergency Management
The Memphis City Schools School House Adjustment
Program Enterprise (S.H.A.P.E.)
John Hall
Project Coordinator
[email protected]
901-416-6259
Gerald L. Darling,
Chief of School Security
Carolyn Jackson
Director of School Security
School House Adjustment Program Enterprise
(S.H.A.P.E.)
• Aims to reduce the number of students sent to Juvenile Court for minor
infractions of the law
• Engages ten governmental agencies and of 21 schools in the implementation
of this program for the 2010-2011 school year
• Funded through two grants:
• Tennessee Commission on Children and Youth (State Advisory Group)
• Office of Juvenile Justice and Delinquency Prevention (OJJDP)
Student Eligibility
Charges:
• Assault (simple)
• Disorderly Conduct
• Criminal Trespassing
• Gambling
Note: When the program was created in 2007-2008, these charges accounted for 65% of
the first three charges.
Other Requirements:
• No previous contact with Juvenile Court within the past 12 months; no
felonies; or charges resulting in seriously bodily harm.
• Must be under the age of 18
• No gang related incident
• Must have occurred at one of the 21 schools
What is the purpose of the S.H.A.P.E. program?
• Serves as an alternative for juvenile offenders who committed minor offenses
and to reduce the number of transports to Juvenile Court
• Provides immediate feedback to the student regarding his/her behaviors
• Enables students to develop an understanding of how their actions affect the
victim and community
• Provides immediate outcomes to the student, victim, school and community
• Negates student acquiring a formal record in juvenile court
How does S.H.A.P.E. function?
• Student commits one of the approved charges and is referred to the S.H.A.P.E Site Coordinator
• Parents are contacted, guidelines of the program are explained, and consent is acquired
Referral
Participation
• Student is assigned date, time and location to meet site coordinator afterschool to start program
• Student completes a 12 session program focused on problem solving, behavior modification, circle processes,
homework assistance, restitution, apology letter and community services
•Community and school: decreased criminal justice referrals, decreased school referrals, reduced DMC
•Student: Increased pro-social behavior, no criminal record
•Note: If student refuses/fails to comply, a juvenile summons is issued and forwarded to Juvenile Court.
Outcomes
S.H.A.P.E. Curriculum: Restorative Justice
What does justice require of the offender?
• Holds the offender accountable for their actions, addresses harms committed to
the other party, and encourages empathy toward the victim
• Focuses on communication, values, personal feelings, reasoning, responsibility,
how other people and the community are affected by the offenders actions
What works in the S.H.A.P.E.
• Reduced number of youths transported to Juvenile Court from Memphis City
Schools
• Improved cooperation/communication between the major participating agencies
• Reduced incidents of fighting in schools
• Reduced the number of youths involved in the court system in the future
S.H.A.P.E. School Transport Data
8/01/06
thru
6/01/07
8/01/07
thru
5/11/08
%
Change
8/01/08
thru
5/11/09
%
Change
High School A
48
21
-56.3%
18
-14.3%
High School B
50
74
+48%
24
-67.6%
High School C
105
168
+60%
95
-43.5%
High School D
88
62
-29.6%
58
-9.4%
High School E
70
76
+8%
50
-34.3%
High School F
37
37
0%
23
-37.9%
High School G
19
16
-15.8%
6
-62.5%
High School H
33
66
+100%
52
-21.2%
High School I
66
40
-39.4%
36
-10.0%
High School J
46
82
+78%
58
-29.3%
High School K
103
63
-38.9%
40
-36.5%
High School L
55
37
-32.8%
45
+17.8%
High School M
91
61
-33%
57
-6.6%
High School N
17
30
+76%
5
-83.3%
High School O
65
38
-41.6%
28
-26.3%
High School P
16
14
-12.5%
22
+36.4%
High School Q
42
83
+97%
67
-19.3%
Middle School A
15
20
+33%
14
-30%
Totals
966
988
+2%
698
-29.4%
SHAPE Program Schools
S.H.A.P.E. Improvements:
• Better communication with School Resource Officers
• Better communication with school personnel and referrals to the program
• Increased collaboration with community leaders
• Additional training with S.H.A.P.E. staff
• Improved graduation rates